ABSTRACT
This chapter focuses on English education students perceptions of and experiences with the MAED English Education Electronic Portfolio requirement at Virginia Tech, where the author served as assistant professor from 2001 to 2006 and as program advisor from 2004 to 2006. The purpose of the portfolio is for students to reflect critically upon their experiences in the program and in the field, as well as to demonstrate their pedagogical ability, their knowledge of their content area, and their completion of all program requirements and related standards. When the author began as a faculty member in the TESH program, he observed that the electronic portfolio requirement was an artificial experience for most students. A key piece of evidence warranting these assertions includes the students narrative reflections describing their MAED English Education Portfolio experience composed after the completion of the portfolio presentations.
