10 SES 12 A, Electronic Portfolios in Teacher Education as Tools for Reflexive Development of Competence and Deep Learning
Using podcasts in tertiary education has shown the same types of positive effects on learning in teacher education as other media (Copley, 2007, McGarr, 2009). Podcasts provide an addi-tional benefit for large learning environments where exchange and communication between students needs to be supported by a specific type of media use (Siemens, 2004). In such envi-ronments, producing their own podcast, and discussing them with peers, can foster co-operative learning and reflective practice with regard to classroom management. In this paper, the ‘creative use’ of podcasts (c.f. Lazzari, 2008; Armstrong et al., 2009) is focused. Students of teacher education produce their own podcasts in a co-operative learning setting regarding classroom management, at first experience related following theory based. This approach aims at achieving reflexive learning and determine conditions of designing a “mobile learning environment” for collegiate didactical settings, which foster the reflexive competence devel-opment of prospective teachers. In this learning environment, podcasts are an integral part of students’ e-portfolios. Learners work in pairs and are expected to produce two podcasts co-operatively. First, they record a digital “brainstorming” activity in which they spontaneously discuss the topics classroom management/disturbances (Kounin, 1976). They then receive input on these topics from lecture and engage with additional material. The two partners again discuss one of the issues and record this discussion as a second podcast with a final compari-son of their two podcasts on paper regarding possible differences. A mixed method design is used to examine how far podcasts can be used for reflexive competence development of fu-ture teachers in order to achieve deepening, content-related learning (Shulman, 1986; Kunter, 2011). Reflexive competence is operationalized in a questionnaire that assessed learners’ readiness for reflection and the degree of activation for reflection which they perceived in this set-up. Learners also complete a video based online test about professional knowledge of classroom management (Gold et al., 2015) in a pre post control group design (N=180). The experimental group works with e-portfolio and podcasts compared to a regular introductory lecture. The podcasts (n=56 pairs) are evaluated with a scaled content analysis to gather the characteristics of reflexive competence development and determine requirements for the use of self-made podcasts. This ongoing project is financed by the German ministry of Education and Research (BMBF) and part of the German quality offensive in teacher education.
Siemens, G. (2004). Connectivism: A learning theory for the digital age. Retrieved from. http://www.elearnspace.org/Articles/connectivism.htm. Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher 15(2), 4–14. Lazzari, M. (2008). Creative use of podcasting in higher education and its effect on competitive agency. Computers & Education, 52(1), 27–34. Kunter, M. (2011). Professionelle Kompetenz von Lehrkräften: Ergebnisse des Forschungsprogramms COACTIV. Münster: Waxmann. Kounin, J. S. (1976/2006). Techniken der Klassenführung. Stuttgart: Klett. Gold, B., & Holodynski, M. (2015). Development and Construct Validation of a Situational Judgment Test of Strategic Knowledge of Classroom Management in Elementary Schools. Educational Assessment 20(3), 226–248. Copley, J. (2007). Audio and video podcasts of lectures for campus-based students: Production and evaluation of student use. Innovations in Education and Teaching International, 44(4), 387–399. doi:10.1080/14703290701602805. Armstrong, G., Tucker, J. & Massad, V. (2009). Interviewing the Experts: Student Produced Podcast. Journal of Information Technology Education 8, 80–90.
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