What kind of e portfolio experiences do beginning teachers need?
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What kind of e portfolio experiences do beginning teachers need?






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What kind of e portfolio experiences do beginning teachers need? What kind of e portfolio experiences do beginning teachers need? Presentation Transcript

  • W kind of e portfolio experiences do hatbeginning teachers need?Ali Messer & John LodgeEmail: a.messer@roehampton.ac.uk
  • ContextUse of an e-portfolio with Secondary PGCEstudents.An opportunity to learn from previous projects toexplore ways in which e-portfolios enableprofessional learning.TDA-funded project (2010-11).
  • AimsTo explore the perceptions of: • colleagues teaching on the PGCE; • students undertaking the course; and • an e-learning adviser at Roehampton.
  • DataMethodology to explore the perceptions of all PGCEteaching staff, the university e-learning adviser anda single student through: • semi structured interviews; • artefacts created, selected and reflected upon by students and added to their e-portfolio; and • a student questionnaire posted on Moodle.Student A sound recording Student B PowerPoint presentation
  • Findings1. The software struggled to achieve the project’s aims.2. An e-portfolio needs to offer: • student control of e-portfolio views; • reflection as well as resource selection; • support for a community of practice; and • ease of use for tutors when guiding students in resource selection and reflection.
  • Further questions 1. Is the decision-making of beginning teachers revealed in their resource selection and reflection? 2. What is the correlation between employability and use of e-portfolios? Might there be a causal link?
  • BibliographyCambridge, D., (2010) E-Portfolios for Lifelong Learning and Assessment, San Francisco, CA: Jossey-Bass.Griffiths, M. and Tann, S. (1992) Using Reflective Practice to Link Personal and Public Theories, Journal of Educationfor Teaching, 18:1,69 — 84Hatton, N. and Smith, D.(1995) Reflection in teacher education: Towards definition and implementation Teaching andTeacher Education Volume 11, Issue 1, January 1995, Pages 33–49Jay, J. and Johnson, K.L. (2002) Capturing complexity: a typology of reflective practice for teacher education Teachingand Teacher Education Volume 18, Issue 1, January 2002, pp 73–85Schön, D. A. (1987) Educating the Reflective Practitioner, San Francisco, Calif.: Jossey-Bass.Sternberg, R.J. (2003) The development of creativity as a decision-making process in RKSawyer (2003) ed. Creativity and development New York, OUPStrudler, S and Wetzel, K (2008) Costs and Benefits of Electronic Portfolios in Teacher Education: FacultyPerspectives Journal of Computing in Teacher Education Volume 24 / Number 4 SummerZeichner, K and Wray, S (2001) The teaching portfolio in US teacher education programs: what we know and what weneed to know Teaching and Teacher Education 17 (2001) 613–621