Teacher Educator E-Portfolios: The How, the What, and the Why
Barbara Short, Carthage College, United States ; Loretta Donovan, California State University, Fullerton, United States ; Cari Klecka, University of Nevada, Las Vegas, United States ; Karen Venditti, Purdue University, Calumet, United States
Society for Information Technology & Teacher Education International Conference, in San Antonio, Texas, USA ISBN 978-1-880094-61-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This research focused on the analysis of 14 teacher educators' standards-based electronic portfolios developed during their participation in the Teacher Educator Standards Cohort (TESC). The analysis focused on participants' articulated purposes and what comprised their portfolios in relation to artifacts and narrative. We concluded that TESC members expressed several different purposes for developing their portfolios and that the use of artifacts varied in degree and range of addressing the standards and/or indicators. Further, to provide context and meaning to their portfolios, participants relied on descriptive paragraphs to tie artifacts to indicators and purpose and took little advantage of the electronic medium to communicate these. Overall, there was little evidence that indicated that these teacher educators had a strong orientation to what an electronic portfolio should look like. These findings suggest implications for teacher educators' work with teacher candidates.
Short, B., Donovan, L., Klecka, C. & Venditti, K. (2007). Teacher Educator E-Portfolios: The How, the What, and the Why. In R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2007--Society for Information Technology & Teacher Education International Conference (pp. 1892-1897). San Antonio, Texas, USA: Association for the Advancement of Computing in Education (AACE).