10 SES 13 B, Preparing Pre-School Teachers for Family School Partnerships: International perspectives
The use of portfolio is not new in the teacher colleges worldwide as a mean of assessing, documenting and monitoring both student teacher and in-service teacher education programmes (Snyder, Lippincott, & Bower, 1998; Gray, 2008; Wray, 2008). With the advancement of technology, there is a shift from hard copy portfolio to e-Portfolio in recent years (Strudler & Wetzel, 2005; Yancey, 2001). The e-Portfolio enhance the mobility, content richness and the ease of use by allowing student teachers to personalise their learning anytime, anywhere as well as richer content presentation through the use of text, graphics, audio, videos and animations that can be integrated into the e-Portfolio. At the National Institute of Education (NIE), as part of the Professional Practice and Inquiry (PPI) course, all student teachers are required to build their e-Portfolio. The building of e-Portfolio allow teachers to assume ownership of their learning and professional development. Student teachers are given the autonomy to construct their e-Portfolio – which includes the decisions of what to showcase, which aspects of learning they are focusing, as well as the types of artefacts they want to upload to demonstrate their competencies as a teacher. The careful selection of artefacts to be presented in their e-Portfolio demonstrate the teachers’ preparedness for teaching. Through the building of the e-Portfolio, student teachers are engage in constant reflection on their roles, classroom practices, and use research and theories to refine their pedagogical approach to enhance students’ learning (Tan, Liu, & Low, 2017). Careful thoughts and consideration went into the design of the e-Portfolio. With the cognitive framework provided by the e-Portfolio, student teachers engage in the professional conversations with their NIE supervisors and school mentors where they clarify their teacher identity, question the assumptions on teaching and learning and inquire into their teaching practices. In this paper, we aim to examine the motivational profiles of the student teachers when building their e-Portfolios and how these motivational profiles are related to their teacher identity, metacognitve processes, and perceived ability to inquire. Cluster analysis was used to determine the motivational profiles of the student teachers when building their e-Portfolios and ANOVA was used to determine the mean differences in their teacher identity, metacognitve processes and perceived ability to inquire among the different motivational profile groups.
Gray, L. (2008). Effective practice with e-Portfolios: Supporting 21st century learning. Bristol, UK: JISC. Strudler, N., & Wetzel, K. (2005). The diffusion of electronic portfolios in teacher education: Issues of initiation and implementation. Journal of Research on Technology in Education, 37, 411-433. Synder, J., Lippincott, A., & Bower, D. (1998). The inherent tensions in the multiple uses of portfolios in teacher education. Teacher Education Quarterly, 25(1), 45-60. Tan, O. S., Liu, W. C., & Low, E. L. (2017). Teacher education in the 21st century: Singapore's evolution and innovation. Singapore: Springer. Wray, S. (2008). Swimming upstream: Shifting the purpose of an existing teaching portfolio requirement. The Professional Educator, 32, 1-16. Yancey, K. (2001). Introduction: Digitised student portfolios. In B. Cambridge (Ed.), Electronic portfolios: Emerging practices in student, faculty and institutional learning. Washington, DC: AAHE.
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