10 SES 12 A, Electronic Portfolios in Teacher Education as Tools for Reflexive Development of Competence and Deep Learning
In this paper, we present an empirical analysis of tasks for learning and assessment in e-portfolios as they are used in the education of future English teachers in Basle, Switzerland. Using a newly developed assessment rubric for analysing tasks in teacher education, we pre-sent key characteristics of those tasks and then link this analysis to learners’ perceptions of the usefulness of these tasks for inducing reflective practice and deep learning in e-portfolio work. In teacher education, e-portfolios have played an important role in implementing study envi-ronments conductive to deep learning and reflective practice (Cambridge, 2010). Such quali-ties are important especially in teacher education where students not only need to “know”, but to “act” (Shulman, 1986): they need to integrate pedagogical knowledge with personal beliefs, and then act upon that knowledge in complex and open-ended situations (Keller & Bräuer, 2010). Tasks (and prompts) are important factors determining the instructional quality of e-portfolio settings (Keller & Bräuer, 2009). They define expectations for learning outcomes and contain vital information about materials to be included or intermediary steps to be taken by learners to achieve those goals (Keller & Reintjes, 2016). However, there are relatively few empirical studies of tasks in teacher education (Keller, 2014). The analysis presented in this paper is based on a new assessment rubric for tasks in teacher education which is geared towards un-covering the quality of tasks to instigate deep learning and reflective practice (Reintjes, Kel-ler, Jünger & Düggeli, 2016). The rubric takes into account what types of demands the tasks makes of learners (cognitive activation), task structure (degree of openness) and links to the overarching curriculum of teaching education (explicit links to other subjects), among other categories. A representative sample of complex learning tasks from 8 different seminars were rated by two independent raters and their analysis compared; differencing analyses were resolved in an adjudication process. The results of this task analysis were then triangulated with information from N=67 questionnaires capturing students’ impressions about the usefulness of those tasks. Results show that tasks in e-portfolios are effective in fostering deep learning in students, and increase their motivation for engaging with the material, when they contain explicit links or references to practical teaching situation, when they are accompanied by in-time feedback both from peers and lecturers, and when they encourage students to engage critically with curricular material rather than enforcing memorisation alone.
Cambridge, D. (2010). Eportfolios for lifelong learning and assessment. San Francisco: Jossey-Bass. Keller, St. (2014). E-Portfolios als Lern- und Prüfungsinstrumente in der Lehrerinnen- und Lehrerbildung. Beiträge zur Lehrerinnen und Lehrerbildung, 32(1), 101–119. Keller, St. & Reintjes, Chr. (Eds.) (2016). Aufgaben als Schlüssel zur Kompetenz. Didaktische Herausforderungen, wissenschaftliche Zugänge und empirische Befunde. Münster & New York: Waxmann. Keller, St. & Bräuer, G. (2013). Elektronische Portfolios als Katalysatoren für Studium und Lehre. In B. Koch-Prieve, T. Leonhard, A. Pineker & J.C. Störtländer (Eds.), Portfolio in der LehrerInnenbildung – Konzepte und empirische Befunde (p.265–274). Bad Heilbrunn: Klinkhardt. Reintjes, Chr., Keller, St., Jünger, S. & Düggeli, A. (2016). Aufgaben (in) der Ausbildung von Lehrerinnen und Lehrern. In St. Keller & C. Reintjes (Eds.), Aufgaben als Schlüssel zur Kompetenz (p.429–447). Münster: Waxmann. Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher 15(2), 4–14.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.