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Supporting Preservice Teacher Inquiry with Electronic Portfolios
ARTICLE

, The University of Wyoming, United States ; , The University of Georgia, United States

Journal of Technology and Teacher Education Volume 19, Number 2, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

Six preservice social studies teachers created electronic portfolios to examine techniques believed to promote active student engagement during a 12-week field experience. Inquiry into these practices was facilitated through embedded tutorials, assignment suggestions, and question prompts based on principles of evidential reasoning. Although electronic portfolios evidence facilitated re-examination of teaching and formulation of improvement plans, competing time demands and limited technology familiarity influenced preservice teachers to rely on personal coaching. This paper summarizes results of the study as well as implications for future research using electronic portfolios with embedded support tools to systematically inquire into teaching practices.

Citation

Shepherd, C. & Hannafin, M. (2011). Supporting Preservice Teacher Inquiry with Electronic Portfolios. Journal of Technology and Teacher Education, 19(2), 189-207. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved September 19, 2019 from .

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