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

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Quintanilla Espinoza A., Kloss Medina S.
Teaching English with Technology
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2021
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vol. 21
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issue 4
19-34
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.
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