Alexander van Dellen, University of Innsbruck, Austria

Abstract

The starting point for the case study at hand is the implementation of new curriculum requirements as a result of the recent adjustment of the “Catholic Religious Education” Bachelor and Master Degree programs to meet the European Union’s Bologna Process criteria. Consequently, portfolios can no longer be used as the basis for the final examination, as they have been until now. Following a description of the underlying problems related to the different types of portfolios and their use in teacher education training, the starting situation of portfolio assignment will be examined. Finally, the findings of the evaluation by students will be presented in order to draw conclusions for a new portfolio concept.

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