Understanding in-service teachers’ learning experience while developing an electronic portfolio

• Authors: Angie Quintanilla Espinoza , Steffanie Kloss Medina

Abstracts

EN

Electronic portfolios have become popular in teacher education programs as they allow learners to document and reflect upon their work and learning process. This cross-sectional study examines data gathered from 19 primary and secondary EFL teachers enrolled in a postgraduate program. The study aims at understanding these teachers’ learning experiences while developing an electronic portfolio. A survey questionnaire with Likert-type, checkboxes-type and open-ended questions were used to collect data. The results indicated that teachers valued e-portfolios as an authentic and process-oriented assessment tool that involves reflection, documentation, and dissemination of their work.

Keywords

EN

assessment; e-portfolio; reflective practice; teaching

• Publisher: IATEFL Poland Computer Special Interest Group & University of Nicosia
• Journal: Teaching English with Technology
• Year: 2021
• Volume: 21
• Issue: 4
• Pages: 19-34

Dates

published

2021

Contributors

author

Angie Quintanilla Espinoza

• Universidad de Concepción, Chile

author

Steffanie Kloss Medina

• Universidad Católica de la Santísima Concepción, Chile

References

• Armengol, J., Hernández, J., Mora, J., Rubio, J., Sánchez, F., & Valero, M. (2009). Experiencias sobre el uso del portafolio del estudiante en la UPC. Revista de Educación a Distancia, 7, 1-17.
• Area, M., Gros, B., & Marzal, M. A. (2008). Alfabetizaciones y tecnologías de la información y comunicación. Madrid: Síntesis.
• Barberà, E., Gewerc, A., & Rodríguez, J. (2016). Portafolios electrónicos y educación superior en España: Situación y tendencias RED. Revista de Educación a Distancia, 50, 1-12.
• Barberá, E. (2005). La Evaluación de Competencias Complejas: La Práctica del Portafolio. Revista Educere, 3(1), 497-503.
• Barrett, H. C. (2011). Balancing the two faces of ePortfolio. In S. Hirtz & K. Kelly (Eds.), Education for a digital world 2.0 (pp. 291–310). Vancouver: British Columbia Ministry of Education and Open School British Columbia.
• Barrett, H., & Knezek, D. (2003). E-portfolios: Issues in assessment, accountability and pre-service teacher preparation. Paper presented at the American Educational Research Association Conference, Chicago, IL.
• Benito, A. y Cruz, A. (2005). Introducción. In A. Benito & A. Cruz (eds.), Nuevas claves para la docencia universitaria en el Espacio Europeo de Educación Superior (pp. 11-20). Madrid: Narcea.
• Beka A., & Gllareva D. (2016). The importance of using electronic portfolios in teachers work. Applied Technologies and Innovations, 12(1), 32-42.
• Berg, M., & Lind, V. (2003). Preservice music teacher electronic portfolios integrating reflection and technology. Journal of Music Teacher Education, 12(2), 1-6.
• Borko, H., Michalec, P., Timmons, M., & Siddle, J. (1997). Student teaching portfolios: A tool for promoting reflective practice. Journal of Teacher Education, 48(5), 345-57.
• Boulton, H. (2014). ePortfolios beyond pre-service teacher education: a new dawn? European Journal of Teacher Education, 37(3), 374-389.
• Bryant, L. H., & Chittum, J. R. (2013). ePortfolio effectiveness: A(n ill-fated) search for empirical support. International Journal of ePortfolio, 3(2), 189-198.
• Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Boston: Pearson Education, Inc.
• Cunningham, A. (2002). Using digital video tools to promote reflective practice. Society for Information Technology and Teacher Education International Conference, 2002(1), 551–553.
• Fernsten, L. (2009) Portfolio assessment. Education.com. Retrieved from http://www.education.com/reference/article/portfolio-assessment/
• Forawi, S. A., Almekhlafi, A. G., & Al-Mekhlafy, M. H. (2012). Development and validation of e-portfolios: The UAE pre-service teachers’ experiences. US-China Education Review, A(1), 99-105.
• Gathercoal, P., Bryde, B., Mahler, J., Love, D., & McKean, G. (2002). Preservice teacher standards and the Magnetic Connections electronic portfolio. Paper presented at the American Educational Research Association (AERA), New Orleans, LA.
• Gatlin, L., & Jacob, S. (2002). Standards-based digital portfolios: A component of authentic assessment for preservice teachers. Action in Teacher Education, 23(4), 35-42.
• Garrett, N. (2011). An e-portfolio design supporting ownership, social learning, and ease of use. Educational Technology & Society, 14(1), 187-202.
• Joyes, G., Gray, L. & Hartnell-Young, E. (2010). Effective practice with e-portfolios: How can the UK experience inform implementation? Australasian Journal of Educational Technology, 26(1), 15-27.
• Karsenti, T., Dumouchel, G., & Collin, S. (2014). The eportfolio as support for the professional development of preservice teachers: A theoretical and practical overview. International Journal of Computers & Technology, 12(5), 3486-3495.
• Lam, R. (2016). Assessment as learning: examining a cycle of teaching, learning, and assessment of writing in the portfolio-based classroom. Studies in Higher Education, 41(11), 1900-1917.
• Lind, V. (2007). e-Portfolios in music teacher education. Innovate, 3(3).
• McKinney, M. (1998). Preservice teachers’ electronic portfolios: Integrating technology, self-assessment, and reflection. Teacher Education Quarterly, 25(1), 85-103.
• Ma, X., & Rada, R. (2006). Individual effects of a web-based accountability system in a teacher education program. Journal of Computing in Teacher Education, 22(3), 111-119.
• Milman, N. (1999). Web-based electronic teaching portfolios for preservice teachers. In J. Price et al. (eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 1999 (pp. 1174-1179). Chesapeake, VA: AACE.
• Monereo, C. (2005). Internet y competencias básicas. Aprender a colaborar, a comunicarse, a participar, a aprender. Barcelona: Graó.
• Orland-Barak, L. (2005). Portfolios as evidence of reflective practice: What remains ‘untold.’ Educational Researcher, 47(1), 25-44.
• Pecheone, R. L., Pigg, M. J., Chung, R. R., & Souviney, R. J. (2005). Performance assess and electronic portfolios: Their effect on teacher learning and education. The Clearing House, 78(4), 164-176.
• Quinlan, KM. (2002). Inside the peer review process: how academics review a colleague's teaching portfolio. Teaching and Teacher Education, 18(8), 1035-1049.
• Rubio, A., Rodríguez, R., Hernández, B. M., Guanche M., & Suárez, L. (2020). El portafolio electrónico como herramienta para el aprendizaje en red. Panorama Cuba y Salud, 15(2), 39-44. Retrieved from http://www.revpanorama.sld.cu/index.php/rpan/article/view/
• Sherry, A., & Bartlett, A. (2005). Worth of two electronic portfolios to education majors: A “two by four” perspective. Journal of Educational Technology Systems, 33(4), 399-419.
• Shwu-Meei, C. (2005). A study to understand preservice teachers’ learning experiences while developing electronic portfolio in a teacher education program. Columbus, OH: Ohio State University.
• Strudler, N., & Wetzel, K. (2011). Electronic portfolios in teacher education: forging a middle ground. Journal of Research on Technology in Education, 44(2), 161-173.
• Wenzlaff, T. L., & Cummings, K. E. (1996). The portfolio as a metaphor for teacher reflection. Contemporary Education, 67, 109-12.
• Wolf, K., & Dietz, M. (1998). Teaching portfolios: Purposes and possibilities. Teacher Education Quarterly, 25(1), 9-22.
• Zeichner, K., & Wray, S. (2001). The teaching portfolio in U.S. teacher education programs: What we know and what we need to know. Teaching and Teacher Education, 17, 613-621.
• Zubizarreta, J. (2004). The Learning Portfolio: Reflective practice for improving student learning. San Francisco: Jossey-Bass.

Identifiers

Biblioteka Nauki

2087177