The Performance of Reflection: A Grounded Analysis of Prospective Teachers’ ePortfolios

Jul. 01, 2012

Source: Journal of Technology and Teacher Education, 20(3), 305-330. 2012

The authors report on a grounded theory analysis of prospective teachers’ online reflections in an ePortfolio system.

Results indicate that prospective teachers tend to showcase or “sunshine” their teaching and learning experiences rather than reflect on them analytically and critically.

This “sunshining” is accomplished by carelessly using academic buzzwords, whitewashing negative experiences by using down toners and blaming others for problems in their classrooms as expressed in their online reflections.

The results imply that authentic reflective processes must be better supported in online ePortfolio systems by teacher educators and ePortfolio designers.

Updated: Jun. 25, 2013