Session Information
10 SES 04 A, Research on Programmes and Pedagogical Approaches in Teacher Education
Paper Session
Contribution
Part of the training for trainee teachers involves developing a portfolio of authentic evidence of meeting professional competencies agreed by external agencies. Traditionally this has involved developing large paper-based files with authentic documentary evidence of developing professional skills, knowledge and understanding. More recently, with the increase in readily available technology many aspirational teacher educators across Europe have successfully embedded ePortfolios in professional training programmes (Granberg, 2010). While many report how this has been beneficial to trainee teachers it has raised new challenges for teacher educators (Lorenzo and Ittelson, 2005), few have explored the transition of the ePortfolio from teacher trainee to professional teacher. This research has explored the process of trainee teachers transitioning their ePortfolio from their teacher training programme (as student) to their first full-time teaching post (as a qualified teacher).
This paper reports a 2 year research project at Nottingham Trent University, UK, funded partly by the UK’s Training and Development Agency. The research examines the experiences of trainee teachers who developed a comprehensive, multimodal, authentic, reflective ePortfolio during their training year at university, and the challenges they have faced in developing this during their first year as a qualified teacher. The research reports on the enablers and inhibitors facing new teachers in this transition and raises questions related to the potential of ePortfolios becoming a lifelong learning resource of professional identity for teachers.
The purpose of the research was to answer the following questions:
What are the benefits to trainee teachers of articulating and evidencing their professional identities through an ePortfolio?
In the transition from trainee teacher (in university) to qualified teacher (in school) what challenges and tensions are faced in continuing to use an ePortfolio to record development of professional identity and how can these be managed to support this transition process in terms of developing an ePortfolio for life-long learning?
The paper will report on the findings of this research and raise the question ‘Is an ePortfolio a means to an end qualification or should teacher educators embrace the opportunity to encourage trainee teachers to view the ePortfolio as a lifelong learning tool?’. The theoretical framework underpinning this research is that of self-regulated learning (Bandura, 1991). Relationships are also drawn to the theory of situated learning (Lave and Wenger, 1991), which emphasises the idea that what is learned is specific to the situation in which it is learned.
Method
Expected Outcomes
References
Bandura, A, 1991, Social Cognitive Theory of Self-Regulation, Organisational Behaviour and Human Decision Processes, 50, 248-287 Bingimlas, K. A. (2009). Barriers to the Successful Integration of ICT in Teaching and Learning Environments: A Review of the Literature. Eurasia Journal of Mathematics, Science and Technology Education, 5(3), 235-245. CARR, W., and KEMMIS, S., 1986. Becoming Critical. Education, Knowledge and Action Research. Lewes: Falmer. Grabe, M., & Grabe, C. (2007). Integrating Technology for Meaningful Learning. Boston: Houghton Mifflin. Granberg, C. (2009). E-portfolios in teacher education 2002-2009: the social construction of discourse, design and dissemination. European Journal of Teacher Education, 33(3), 309-322. Lave, J and Wenger, E (1991) Situated Learning: Legimitate Peripheral Participation, Cambridge: Cambridge University Press Lorenzo, G., & Ittelson, J. (2005). An overview of E-Portfolios. Educause Quarterly, 1-19. REASON, P., and BRADBURY, H., 2008. The SAGE Handbook of Action Research: Participative Inquiry and Practice. 2nd ed. London: Sage Publications. WHITEHEAD, J., and MCNIFF, J., 2006. Action Research Living Theory. 1st ed. London: Sage.
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