What are the issues involved in using e-portfolios as a pedagogical tool?

4.00
Hdl Handle:
http://hdl.handle.net/10547/312429
Title:
What are the issues involved in using e-portfolios as a pedagogical tool?
Authors:
Mills, Jeanette Marie
Abstract:
In Initial Teacher Training (ITT), one of the technologies rapidly being adopted to support the development of trainee teachers is the e-portfolio. Research into successful use of e-portfolios beyond their function as a repository has been scanty to date. The purpose of the current study was to extend the boundaries of understanding of e-portfolios beyond this function. This was undertaken through two in-depth case studies where e-portfolios were used as a pedagogical tool intended to support the development of reflective practice on a one year postgraduate ITT course, during two years of investigation in one university A mixed-methods approach was adopted to capture the richness of participants’ self reports of their experiences, statistical data regarding interactions on the e-portfolios and analysis of reflective writing. Data were collected and analysed from questionnaires, student and tutor interviews and interactions with the e-portfolio together with analysis of the content of reflective e-journals, with a special emphasis on the place and depth of reflection. What emerged was a rich contextual understanding of e-portfolio use by trainee teachers and tutors and the problematic nature of conceptualising and assessing reflective thinking, together with the extent to which the development and depth of their reflective thinking had been supported by e-portfolio use. The results confirm previous concerns related to the training requirements of users and also the time needed for students and tutors to engage in interactions. Further they imply that the prerequisites of successful use of e-portfolios, as a pedagogical tool, to support the development of reflective thinking include common agreement about what constitutes reflection and reflective thinking embedded within a strong, rigorous and well theorised conceptualisation of course structure and content. Implied also is the need for a well understood and transparent framework to assess the depth of reflective thinking that should complement the competencies that underpin Standards, and support the professional development of teachers.
Citation:
Mills, J.M. (2013) 'What are the issues involved in using e-portfolios as a pedagogical tool?'. PhD thesis. University of Bedfordshire.
Publisher:
University of Bedfordshire
Issue Date:
Nov-2013
URI:
http://hdl.handle.net/10547/312429
Type:
Thesis or dissertation
Language:
en
Description:
A thesis submitted to the University of Bedfordshire, in partial fulfilment of the requirements for the degree of Doctor of Philosophy
Appears in Collections:
PhD e-theses

Full metadata record

DC FieldValue Language
dc.contributor.authorMills, Jeanette Marieen
dc.date.accessioned2014-02-10T12:42:58Z-
dc.date.available2014-02-10T12:42:58Z-
dc.date.issued2013-11-
dc.identifier.citationMills, J.M. (2013) 'What are the issues involved in using e-portfolios as a pedagogical tool?'. PhD thesis. University of Bedfordshire.en
dc.identifier.urihttp://hdl.handle.net/10547/312429-
dc.descriptionA thesis submitted to the University of Bedfordshire, in partial fulfilment of the requirements for the degree of Doctor of Philosophyen
dc.description.abstractIn Initial Teacher Training (ITT), one of the technologies rapidly being adopted to support the development of trainee teachers is the e-portfolio. Research into successful use of e-portfolios beyond their function as a repository has been scanty to date. The purpose of the current study was to extend the boundaries of understanding of e-portfolios beyond this function. This was undertaken through two in-depth case studies where e-portfolios were used as a pedagogical tool intended to support the development of reflective practice on a one year postgraduate ITT course, during two years of investigation in one university A mixed-methods approach was adopted to capture the richness of participants’ self reports of their experiences, statistical data regarding interactions on the e-portfolios and analysis of reflective writing. Data were collected and analysed from questionnaires, student and tutor interviews and interactions with the e-portfolio together with analysis of the content of reflective e-journals, with a special emphasis on the place and depth of reflection. What emerged was a rich contextual understanding of e-portfolio use by trainee teachers and tutors and the problematic nature of conceptualising and assessing reflective thinking, together with the extent to which the development and depth of their reflective thinking had been supported by e-portfolio use. The results confirm previous concerns related to the training requirements of users and also the time needed for students and tutors to engage in interactions. Further they imply that the prerequisites of successful use of e-portfolios, as a pedagogical tool, to support the development of reflective thinking include common agreement about what constitutes reflection and reflective thinking embedded within a strong, rigorous and well theorised conceptualisation of course structure and content. Implied also is the need for a well understood and transparent framework to assess the depth of reflective thinking that should complement the competencies that underpin Standards, and support the professional development of teachers.en
dc.language.isoenen
dc.publisherUniversity of Bedfordshireen
dc.subjectX100 Training Teachersen
dc.subjectteacher trainingen
dc.subjectInitial Teacher Trainingen
dc.subjecte-portfoliosen
dc.titleWhat are the issues involved in using e-portfolios as a pedagogical tool?en
dc.typeThesis or dissertationen
dc.type.qualificationnamePhDen_GB
dc.type.qualificationlevelPhDen
dc.publisher.institutionUniversity of Bedfordshireen
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