The Development and Formative Evaluation of Electronic Portfolio Software to Support Student Teachers’ Reflective Practice
Abstract: This study explores using electronic portfolios to support student teachers’ development of competencies. Software was designed to support teachers and student teachers through the key parts of self-regulation including planning, doing, and reflecting. Users can link their artifacts to professional teacher competencies and can visualize how many artifacts are linked to each competency. The software was formatively evaluated in three classes with n=73 participants. What students liked was reflecting on their work, selecting professional competencies, reading instructors’ feedback, and formulating general goals. Students expressed concerns regarding technical problems and design issues, some reporting that the structure constrained their creativity. A tension emerged between using the portfolios to support reflective practice versus to secure employment. While some appreciated the sustainable, portable electronic format, others would prefer print-based portfolios.
Presider: Eddy Alain Cuisinier, Western Kentucky University