Search results for: Digital portfolios
Page 1/2 12 items
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
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
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
Beyond Recollection: Reexamining Preservice Teacher Practices Using Structured Evidence, Analysis, and Reflection
Six preservice social studies teachers examined techniques believed to promote active student engagement during a 12-week field experience. They used electronic portfolio development supported by evidential reasoning methods and reflective question prompts. These methods helped preservice teachers to re-examine and modify teaching conclusions based on classroom evidence, and formulate improvement plans for future implementations.
Updated: Nov. 11, 2009
This study focuses on the goal of enhancing student reflection and learning with the key objective being to determine whether a structured reflective tool can enhance students' ability to engage in a reflective cycle. Three cohorts of first year teacher education students in an Australian university were examined over three years.
Updated: Nov. 09, 2009
The use of electronic portfolios is increasingly becoming popular in teacher education programs. Whereas many teacher education programs have adopted electronic portfolios in order to meet accreditation requirements, others use electronic portfolios to develop and improve on students’ technology skills. Using a qualitative research design, the current study examined teacher candidates’ attitudes toward electronic portfolios and the differences that electronic portfolios bring to their profession.
Updated: Oct. 18, 2009
A capstone electronic portfolio, usually focused on summative assessment, was altered for preservice social studies teachers to include video-based formative e-portfolio assessment. Using a case-study design with three participants, the authors found that use of video artifacts facilitated reflection. It also supported inquiry into classroom success and failure and influenced self-improvement plans.
Updated: Mar. 11, 2009
The Use of Google Page Creator to Develop E-Portfolios in a Teacher Education Program: An Example from Portugal
In this paper, still in progress, the authors present how Web 2.0 tools can be successfully used for promoting collaboration and technological skills in teacher education programs. The experience involved the use of Web 2.0 tools – Googlepages and GoogleDocs – to build an e-portfolio for group work and assessment.
Updated: Jan. 05, 2009