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Digital teaching portfolios: Catalysts for fostering authentic professional development
ARTICLE

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CJLT Volume 31, Number 3, ISSN 1499-6677 e-ISSN 1499-6677 Publisher: Canadian Network for Innovation in Education

Abstract

This paper reports the findings of a qualitative study examining the role of digital teaching portfolios in teachers’ professional development and classroom practice. The participants, all teachers, took part in a formal course in which they develop a digital teaching portfolio. The findings suggest that the processes involved in creating digital teaching portfolios fostered their authentic professional development, and were a catalyst for their ongoing professional development. Furthermore, engagement in creating a portfolio was instrumental in these teachers’ self-discovery and learning.

Citation

Milman, N., Kilbane, C. & Kilbane, C. (2005). Digital teaching portfolios: Catalysts for fostering authentic professional development. Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 31(3),. Canadian Network for Innovation in Education. Retrieved May 21, 2019 from .

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