Search results for: Digital portfolios
Page 1/2 18 items
Creating Greater Awareness of the Australian Professional Standards for Teachers in Initial Teacher Education
Throughout their initial teacher education training in Australia, students are informed about the Australian Professional Standards for Teachers (APST) and the necessity of gathering evidence to achieve these for teacher registration. Whilst the use of digital technologies as tools for reflection has become increasingly popular, there remains a paucity of research around the types of digital technologies that students use to document their ability to achieve accreditation requirements. This study presents details of how PebblePad, a specialised ePortfolio platform, can assist teacher education students to gain increased awareness about the 37 APST descriptors through the use of tagging. Results demonstrate that students found tagging an invaluable practice and that they recognised the importance of using this ePortfolio platform after graduation to build on their growth as educators in alignment with the APST. In this way, the study addresses a significant gap in teacher education literature in this era of accountability.
Updated: Jun. 26, 2022
Through investigating the experience of e-portfolio use by pre-service teachers (PSTs), this article provides significant evidence about the high-quality implementation of e-portfolios in higher education. The reasons behind the participants’ success in an e-portfolio-based unit is explored. In particular, the research explores the reasons why several participants were more successful than others when using e-portfolios. This is the first research that has examined PSTs perspectives on e-portfolio-based learning within constructivism, students’ approach to learning (SAL), the 3 P model (presage, process, and product) of learning, and self-regulated learning (SRL). This article aims to examine the efficacy of e-portfolios as an evidence-based strategy for the demonstration of pre-service teachers (PSTs) teaching philosophy. PSTs (N = 73) used e-portfolios to demonstrate their understanding of the Australian Institute of Teaching and School Leadership (AITSL) standards in their teacher education program. The participants in this research presented samples of evidence about teaching philosophy, internship, and professional development experiences to cover professional knowledge, professional practice, and professional engagement in their e-portfolios. The reported research in this article is part of a larger research project and in accordance with the applied theoretical framework, gives a central focus on how PSTs perceive, conceive, and interpret the e-portfolios at universities.
Updated: May. 11, 2022
Supporting reflection and reflective practice in an initial teacher education programme: an exploratory study
The importance of promoting reflection and reflective practice in teacher education programmes is widely acknowledged. This exploratory study describes how a revised B.Ed initial primary teacher education programme created a renewed focus on reflection and reflective practice to support students in becoming reflective practitioners The work on developing the new programme was a collaborative effort of staff, both at the planning and implementation stages. This paper reports on an evaluation of Year 1 of the B.Ed programme in which 440 undergraduate students and 24 staff were involved. The results were mainly positive, indicating that the changes in the programme have been largely successful in their goals. However, the results also show that further work needs to be done in this area with more in-depth research and analysis of the ongoing work being needed.
Updated: Dec. 08, 2021
Using Critical Incidents and E-Portfolios to Understand the Emergent Practice of Japanese Student-Teachers of English
This article aims to describe the nature of emergent practice arising from conflicts student-teachers experienced in a teaching practicum and its implications for teacher learning. The authors used critical incident (CI) writing in ePortfolios as a means for student-teachers to record conflicts experienced and what was learned from them. The authors identified new teaching principles students developed through this experience. Furthermore, the authors also identified techniques and strategies they felt helped them teach effectively at their schools. Lastly, the critical incident also gives a view into the teaching principles, strategies, and world-view which comprise student-teacher emergent practice. The authors also regard the issue of theory to practice.
Updated: Apr. 22, 2018
In this article, the authors discuss the introduction of Wi-Fi-based e-portfolios into a Master of Teaching programme at an Australian university. They describe how the e-portfolios were perceived and used by pre-service teachers in the first year of their implementation, and indicate the challenges and limitations encountered.
Updated: Dec. 22, 2014
This article describes the development of a portfolio process based upon digital photographs taken to document the first teaching practicum of student teachers. This portfolio process was implemented solely for the purpose of enhancing learning through professional reflection. The authors argue that one of the strengths of portfolios is the potential for the inclusion of authentic evidence. However, viewed from this perspective the original portfolio process did not appear to be achieving the intended high level of authenticity. Furthermore, the portfolio process intended to promote self-reflection and the self-awareness that arose from genuine reflection. However, students’ selection justifications frequently appeared to be based upon the external judgement and feedback comments made by academic staff.
Updated: Nov. 10, 2014
Their Portfolios, Our Role: Examining a Community College Teacher Education Digital Portfolio Program From the Students' Perspective
In this article, the authors describe an implementation of digital portfolio development for all of the preservice early childhood educators registered in the infant-toddler and preschool–early elementary programs at a large, urban community college. Three years after implementation of the program, the authors conducted survey research to assess our students' perceptions of their preservice digital portfolio and their experience constructing it.
Updated: Dec. 30, 2012
E-Portfolios in Teacher Education 2002–2009: The Social Construction of Discourse, Design and Dissemination
This study aimed to explore how e-portfolios have been communicated, designed, and disseminated within teacher education courses at this particular university from 2002 to 2009. In conclusion it can be seen that e-portfolios are shifting colours, depending not only on purpose and design but also teacher educators’ understanding of e-portfolios, the e-portfolio discourse that teacher teams can agree on, the context itself, the outcome of the struggle between educational codes, and the very course of time.
Updated: Nov. 21, 2012
In an effort to generate a bottom-up approach for the program-wide implementation of electronic portfolios, this article first reports on the ways in which teacher candidates perceived the benefits and setbacks of this experience, after an initial course. Second, this article reports on whether and how the teacher candidates continued to develop their e-portfolios voluntarily throughout the program, after the initial course. The results indicate that even though the electronic portfolios were initially perceived to be highly beneficial, the voluntary nature of the ongoing process discouraged further development.
Updated: Jun. 13, 2010
Validation of the Electronic Portfolio Student Perspective Instrument (EPSPI): Conditions under a Different Integration Initiative
This article describes the validation of the modified Electronic Portfolio Student Perspective Instrument (EPSPI). The article also reports the second major data collection effort involving 224 preservice teachers in a southeastern public university. Results suggest that student perspectives toward e-portfolios are multidimensional, involving four distinct and highly internally consistent underlying constructs accounting for 69% of the cumulative variability: learning, assessment, visibility, and support. This research provides further evidence that the EPSPI is a reliable measurement system.
Updated: Jun. 13, 2010