Kathy Sanford is Professor in the Faculty of Education at University of Victoria. Previous publications include the edited volume Lifelong Learning, the Arts and Creative Cultural Engagement (2013); Boys, Girls, and the Myths of Literacy and Learning (2008); and Youth Literacies in New Times: Everyday Everywhere (forthcoming).
Teresa Strong-Wilson is Associate Professor in the Faculty of Education at McGill University. Previous publications include Bringing Memory Forward (2008); Memory and Pedagogy (2011, co-edited with Mitchell, Pithouse, & Allnutt); Envisioning New Technologies in Teacher Practice (2012); and Productive Remembering and Social Agency (2013, co-edited with Mitchell, Allnutt, & Pithouse-Morgan).

Contents: Kathy Sanford/Teresa Strong-Wilson: The Emperor¿s New Clothes? Issues and Alternatives in Uses of the Portfolio in Teacher Education Programs ¿ Susan Wray: Supporting the Process of Creating a Teaching Portfolio ¿ Deborah Berrill/Iain Hill/Katlynn MacDonald: Negotiating the Contested Terrain of the Initial Teaching Portfolio: Secret, Sacred, and Cover Stories ¿ David Dillon: Toward a Pedagogy of Portfolio Development ¿ Kathy Sanford/Tim Hopper/Paige Fisher: Changing Paradigms: Embracing Contemporary Learning Theories through E-portfolios ¿ Nona Lyons/Carmel Halton: The Reflexive Portfolio: In Support of a New Scholarship of Assessment for Professional Learning ¿ Anne Phelan/Vetta Vratulis: «Cry Freedom»: Portfolios as Public Spaces in Teacher Education ¿ Hans Smits: Thinking about Portfolios as an Aesthetics of Vulnerability ¿ Christina Rudd: Unwittingly Naked or Choosing Transparency? ¿ Teresa Strong-Wilson/Amy Cole/Nasim Noroozi: More than Window Dressing: The Place of Photographs in Teacher Identity Construction ¿ Avril Aitken: Finding «Stories of Identity» through Digital Self-portraits ¿ Scott Gerrity/Tim Hopper/Kathy Sanford: Case Studies on Three Iterations of E-Portfolios: Exploring Complexity in Teacher Education in Canada, Australia, and New Zealand.