Introducing e-portfolios to pre-service teachers as tools for reflection and growth: lessons learnt

• Published in: Asia-Pacific journal of teacher education Vol. 42; no. 1; pp. 36 - 50
• Main Authors: Oakley, Grace, Pegrum, Mark, Johnston, Shannon
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 02-01-2014; Taylor & Francis Ltd
• Subjects: Australia; Collaborative Writing; College Faculty; Computer Use; Cooperation; e-portfolios; Education portfolios; Educational Environment; Electronic portfolios; Electronic Publishing; Feedback (Response); Foreign Countries; Graduate studies; Graduate study; Higher education; Information Technology; Internet; Learning; Learning environment; Lifelong Learning; Masters Programs; PLEs; Portfolios; Portfolios (Background Materials); Postsecondary education; pre-service teachers; Preservice Teacher Education; Preservice Teachers; Professional Development; Program Implementation; Reflection; Reflective practice; Researchers; Student Journals; Student teacher attitudes; Student teachers; Teacher education; Teacher Education Programs; Teacher Participation; Web Sites; Australia; Western Australia
• ISSN: 1359-866X; 1469-2945
• DOI: 10.1080/1359866X.2013.854860

E-portfolios are being introduced into initial teacher education programmes internationally to help pre-service teachers build records of their learning journeys and develop into reflective practitioners; to allow them to assemble collections of evidence of their achievements against graduate standards, which can function as digital CVs; and to facilitate the seeding of personal learning networks that will support lifelong learning after graduation. Despite certain tensions between these aims, the potential benefits of e-portfolios make them an increasingly popular choice in teacher education. In this article, we discuss the introduction of Wi-Fi-based e-portfolios into a Master of Teaching programme at an Australian university. These served primarily as developmental e-portfolios, or personal learning environments (PLEs), and were designed to place particular emphasis on reflective practice. We 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. Lessons learnt from the implementation are outlined and recommendations are proposed.