Abstract

In the last decade, e-portfolios have moved to the forefront of teacher preparation programs across the United States. With its widespread use, faculty and administrators need to understand teacher candidates' perspectives to meet their needs. In the present study, the researchers gathered in-depth information from 244 students who were required to create e-portfolios for their academic program. The researchers asked students, using open-ended survey items, about the advantages, disadvantages, and obstacles they faced when creating and disseminating their e-portfolios. Additionally, each student described his or her most significant e-portfolio learning experience and how to make the process more meaningful. Overall, there were seven themes: increased scope, guidance, timing, alignment with standards, reflection and growth, organization of work, and the inaccessibility of the e-portfolio system to persons outside of the university. This article discusses findings as well as practical recommendations for e-portfolio integration and ideas for future research. (Contains 6 tables.)

Citation

Parker, M., Ndoye, A. & Ritzhaupt, A.D. (2012). Qualitative Analysis of Student Perceptions of E-Portfolios in a Teacher Education Program. Journal of Digital Learning in Teacher Education, 28(3), 99-107. Retrieved October 4, 2023 from https://www.learntechlib.org/p/55484/.

This record was imported from ERIC on April 18, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

• barriers
• College Students
• Electronic Publishing
• Interest Inventories
• Learning Experience
• Performance Factors
• Portfolios (Background Materials)
• Preferences
• Qualitative Research
• Student Surveys
• Student Teacher Attitudes
• Teacher Education Programs
• teaching methods
• Technology Uses in Education