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

Introducing e-portfolios to pre-service teachers as tools for reflection and growth: lessons learnt. Oakley, G., Pegrum, M., & Johnston, S. Asia-Pacific Journal of Teacher Education, 42(1):36–50, January, 2014.

Paper doi abstract bibtex

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.

@article{oakley_introducing_2014,
	title = {Introducing e-portfolios to pre-service teachers as tools for reflection and growth: lessons learnt},
	volume = {42},
	issn = {1359-866X},
	shorttitle = {Introducing e-portfolios to pre-service teachers as tools for reflection and growth},
	url = {https://doi.org/10.1080/1359866X.2013.854860},
	doi = {10.1080/1359866X.2013.854860},
	abstract = {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.},
	number = {1},
	urldate = {2018-03-06},
	journal = {Asia-Pacific Journal of Teacher Education},
	author = {Oakley, Grace and Pegrum, Mark and Johnston, Shannon},
	month = jan,
	year = {2014},
	keywords = {Corrigendum, PLEs, e-portfolios, pre-service teachers, reflective practice},
	pages = {36--50},
}

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