Session Information
Contribution
The most critical phase in teachers' professional development is induction period when novice teachers feel isolation, failure and stress. The need of support and conditions for self- reflection is necessary during this period (Feiman- Nemser 2001). Since 2004 the national induction year programme is implemented for novice teachers in Estonia. By analysing implementation of induction year, the need for creating support-systems for novice teachers raised: systems to sustain professional development and self analyses (Eisenschmidt 2006). E-portfolio is one technological solution, which supports lifelong learning, enabling learners to collect authentic materials, to integrate them, reflect upon and present to different target groups (to present skills, knowledge, personal characteristics), to analyse, give and collect feedback, to plan one's own professional development (Barrett 2001). E-portfolio supports as well community building and scaffolding through special tools.By scaffolding we mean instructional technique where mentor first models desired learning aim and strategy, then gradually step-by-step shifts responsibilities of learning to the learner. The crucial idea of scaffolding is how to provide sufficient support and structure to keep learners motivated and productive not dumped by too much or too less information.The research question of the paper is, how to support novice teacher's professional development in Estonia by using e-portfolio solution, how e-portfolio supports scaffolding and reflection practice.Objectives:1) Implementing scaffolding model as mentoring technique of novice teachers' professional development through e-portfolio usage;2) Analysing applicability of scaffolding model in e-portfolio to improve novice teachers' professional development.Arising from the main objectives of the research it is design research. Design research enables to apply an educational reform based on existing knowledge, but the application in new circumstances requires evaluation, it helps to understand how and in which conditions e-portfolio might work in practice (Järvinen 2001). The characteristics of design research are process orientation, cyclical nature, complexity, cooperation orientation, multilevelness and theory- basedness and scientific nature (Shavelson, Philips, Towne & Feuer 2003).First cycle of design research is implemented from August 2006 till May 2007, it has four stages: 1) designing the theoretical bases, 2) designing technical environment - an e-portfolio solution 3) piloting first version of e-portfolio 4) evaluation. During the piloting novice teachers and their mentors will use e-portfolio for self- analyses and mentoring. Their experience is analyzed and used for future development of technical solution. Main outcomes of research:1) A model of supporting novice teachers' professional development and self-reflection through scaffolding by using e-portfolio solution. 2) Description how scaffolding supports both novice teachers and their mentors in mentoring process. 3) Empirical study of piloting e-portfolio solution.Some dilemmas for further discussion1) How e-portfolio affects technology-timid users; is it an extra task which accrues to already demanding induction year?2) How e-portfolio as community building tool supports professional identity development of novice teachers, as it makes visible very private thoughts and could depress free reflection? 3) How e-portfolio supports scaffolding process with smoothly lessening novice teachers' need for extra support; how does it help to prevent form redundant mentoring? The pilot-project showed to be successful and constructive, supporting novice teachers' professional development and turning implicit knowledge into explicit knowledge.Barrett, H. 2001. Electronic Portfolios. Educational Technology; An Encyclopedia, 2001Eisenschmidt, E. 2006. Implementation of Induction Year for Novice Teachers in Estonia. [Dissertation on Social Sciences]. Tallinn: TLÜ Kirjastus.Feiman- Nemser, S. 2001. From Preparation to Practice: Designing a Continuim to Strengthen and Sustain Teaching. - Teachers College Record, Vol. 103, 6, 1013-1055. Järvinen, P. 2001. On Research Methods. Tampere: Tampereen Yliopistopaino Oy. Shavelson, R. J., Philips, D.C., Towne, L. & Feuer, M.J. 2003. On the Science of Education Design Studies. - Educational Researcher, Vol. 32, 1, 25-28.: European journal
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