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How to Facilitate Student Teachers’ Reflection on their Introductory Fieldworks in Schools and Communities with Electronic Teaching Portfolio
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, , , Shinshu University, Japan

Society for Information Technology & Teacher Education International Conference, in Orlando, Florida, USA ISBN 978-1-880094-58-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

As a challenge for teacher preparation program reforms in Japan, we intended to facilitate prospective teachers' reflection on their introductory fieldwork courses for freshmen in College of Education, Shinshu University, Japan. We used two methods to encourage their reflection, that is, small group conference with teleconference mentoring, and electronic teaching portfolios. University students who are taking introductory fieldwork courses conduct small group discussion with university faculty's moderation, and they can compare their own experience in their fieldworks each other and find what they should cope with in their ongoing courses. They also compile their own teaching portfolio online. They reflect their own experience with INTASC Standards, identify what they have learned and their future goals, and assess their online reflection sheets each other.

Citation

Yatsuka, M., Higashibara, Y. & Murase, M. (2006). How to Facilitate Student Teachers’ Reflection on their Introductory Fieldworks in Schools and Communities with Electronic Teaching Portfolio. In C. Crawford, R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2006--Society for Information Technology & Teacher Education International Conference (pp. 220-224). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE). Retrieved December 6, 2019 from .

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