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An Electronic Portfolio for Teachers:Design and Preliminary Assessment PROCEEDINGS

, Centre for the Study of Learning and Performance, Concordia University, Canada ; , Department of Education, Bishops University, Canada ; , , , Centre for the Study of Learning and Performance, Concordia University, Canada ; , School of Education,California Polytechnic State University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Montréal, Quebec, Canada ISBN 978-1-880094-98-3 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

An evidence-based, learner-centred digital portfolio based on the cyclical, socio-cognitive model of self-regulation was designed to accommodate teacher professional learning and development. The results of the pilot study indicate that ePEARL Level 4 allowed student teachers (n= 43) to align their work with professional competencies, keep track of their progress and reflect on their development. Factors that influence the use of the tool include student teachers’ understanding of self-regulation processes and their knowledge of the software. In pre-service context, setting the instructional goals to student teachers also has a significant impact on how the software is used.

Citation

Lysenko, L., Bures, E., Idan, E., Wade, A., Abrami, P. & Meyer, E. (2012). An Electronic Portfolio for Teachers:Design and Preliminary Assessment. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2012--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 1 (pp. 1133-1142). Montréal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved October 20, 2017 from .

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