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StudentPerceptionsofePortfolioascompetence
assessmentduringthepracticaltrainingperiodfor
EarlyChildhoodandPrimarySchoolTea...
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Student perceptions of e portfolio as competence assessment during the practical training period for early childhood and primary school teaching

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Student perceptions of e portfolio as competence assessment during the practical training period for early childhood and primary school teaching

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Student perceptions of e portfolio as competence assessment during the practical training period for early childhood and primary school teaching

  1. 1. StudentPerceptionsofePortfolioascompetence assessmentduringthepracticaltrainingperiodfor EarlyChildhoodandPrimarySchoolTeaching Marqués­Molías, L.; Esteve­González, V.; Holgado­Garcia, J.; Cela­Ranilla, J.; Sánchez­Caballé, A. ARGET, Dept. Pedagogy, Universitat Rovira i Virgili (SPAIN) The project: GO1: Determine the key aspects involved in the use of KLT tools such as e­portfolios in the development, monitoring and mentoring of student practicums. GO2:  Using  the  rubrics  and  indicators  associated  with  teacher  competences,  to  generate  the procedures  and  instruments  incorporated  into  the  e­portfolio  in  order  to  collect  and  validate competence­based evidence.  1 Methodology: Design­Based Research 2 4 3 6 Technology: Mentor teachers of school (n=27) Tutor professor (n=8) Students (n=38) Participants: Practices Report ePortofolio Design: 3 Literature review  University portfolio structure 5Results: Planning, organizing and time managing Interaction, reflection and feedback Content and collecting evidences Useful and usability of ePortfolio Abstract: The aim of this project is to determine the key aspects in the use of technologies for learning and knowledge in the development, monitoring and mentoring during the practical training period between mentor teachers of school, tutor professor and students' double university degree in early childhood education and primary education. Data was collected through Focus Group to capture deeper information that will help to know most significant ePortfolio learning experience and how to make the educational teaching practicum more meaningful. This paper discusses the findings of a pilot study that set out to explore student perceptions of ePortfolio experience on four categories: (1) planning, organizing and time managing; (2) interaction, reflection and feedback; (3) Content and collecting evidences and (4) useful and usability of ePortfolio. http://goo.gl/vM9WSP Ref. 2014 ARMIF 00039 ECEL2016: 15th European Conference on eLearning 27­28 October 2016, Prague, Czech Republic More information:

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