Introducing e-portfolios to pre-service teachers as tools for reflection and growth: lessons learnt |
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| Authors: | Grace Oakley Mark Pegrum Shannon Johnston |
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| Institution: | 1. Graduate School of Education, The University of Western Australia, Crawley, Australia;2. Centre for the Advancement of Teaching and Learning, The University of Western Australia, Crawley, Australia |
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| 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. |
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| Keywords: | e-portfolios PLEs pre-service teachers reflective practice |
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