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Introducing E-Portfolios to Pre-Service Teachers as Tools for Reflection and Growth: Lessons Learnt
ARTICLE

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Asia-Pacific Journal of Teacher Education Volume 42, Number 1, ISSN 1359-866X

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.

Citation

Oakley, G., Pegrum, M. & Johnston, S. (2014). Introducing E-Portfolios to Pre-Service Teachers as Tools for Reflection and Growth: Lessons Learnt. Asia-Pacific Journal of Teacher Education, 42(1), 36-50. Retrieved May 27, 2019 from .

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