Assessment of Teacher Candidate Reflection in E-Portfolios
Daihong Chen, Andrew Lumpe, Daniel Bishop, Seattle Pacific University, United States
EdMedia + Innovate Learning, in Victoria, Canada ISBN 978-1-939797-03-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
The researchers assessed the levels of teacher candidate reflection in blogging portfolios (bPortfolios), a form of e-portfolio, in a teacher education program. The coding and analysis of 41 candidates’ bPortfolios that were randomly selected from 105 candidates show that bPortfolios could promote the depth of preservice teachers’ reflection. It was found that a large proportion of blog posts were either non-reflective or at a low level of reflection. Very few posts were coded as at the highest level, critical reflection. A text analysis using semantic linguistic algorithms from Semantria was used to determine the themes, facets, and document sentiment of the blog posts. Themes and facets were significant predictors of reflection level of the blogs. It was recommended that preservice teacher candidates need effective training to transfer their reflection from self-centered concerns to professional competency focused on student learning.
Chen, D., Lumpe, A. & Bishop, D. (2013). Assessment of Teacher Candidate Reflection in E-Portfolios. In J. Herrington, A. Couros & V. Irvine (Eds.), Proceedings of EdMedia 2013--World Conference on Educational Media and Technology (pp. 1872-1881). Victoria, Canada: Association for the Advancement of Computing in Education (AACE).
© 2013 Association for the Advancement of Computing in Education (AACE)
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