Identifying Evidence of Reflective Ability in Preservice Teacher Electronic Portfolios
James Sulzen, PSD Solutions, 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
Results of this study identified evidence markers that characterize reflection in preservice teacher electronic portfolios. Examples of such markers include openness to self-learning, willingness to self-critique, analytical detail of reflections, and taking responsibility for pupil learning challenges. To identify the markers, school of education faculty members, while reviewing student teachers' electronic portfolios, verbalized judgments that they were making about the portfolio author’s reflective ability and cited the portfolio evidence that supported those judgments. Analysis of session transcripts identified some three-dozen evidence markers. Using these markers, a rubric was developed for assessing student teacher reflective ability based on evaluating his or her electronic portfolio. An experimental study using the rubric to rate student teacher portfolios found supporting evidence for reliability and validity of the rubric, and by implication, provided validation for the evidence markers. Being able to explicitly recognize and characterize the evidence that identifies reflection should assist instructors in teaching the skills of reflection and in making better use of electronic portfolios for promoting reflection among preservice teachers.
Sulzen, J. (2011). Identifying Evidence of Reflective Ability in Preservice Teacher Electronic Portfolios. Journal of Technology and Teacher Education, 19(2), 209-237. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved June 4, 2023 from https://www.learntechlib.org/primary/p/32322/.
© 2011 Society for Information Technology & Teacher Education
ReferencesView References & Citations Map
- Barrett, H. (1998). Strategic questions: What to consider when planning for electronic portfolios. Learning and Leading With Technology, 26(2), 6-13.
- Chamoso, J.M. & Caceres, M.J. (2009). Analysis of the reflections of student teachers of mathematics when working with learning portfolios in spanish university classrooms. Teaching and Teacher Education, 25, 198-206.
- Chung, R. R. (2007, april). Beyond the zPD: When do beginning teachers learn from a high-stakes portfolio assessment? Paper presented at the annual meeting of The american educational Research association, Chicago, Il.
- Cooksey, R. W. (1996). Judgment analysis: Theory, methods, and applications. San Diego, Ca: academic Press.
- Darling-Hammond, L., Wise, A. E., & Klein, S. P. (1998). A license to teach. San Francisco: Westview.
- Delandshere, G. & Arens, S. (2003). Examining the quality of the evidence in preservice teacher portfolios. Journal of Teacher Education, 54, 57-73.
- Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Boston: D.C. Heath.
- Gable, R.K. & Wolf, M.B. (1993). Instrument development in the affective domain (2nd ed.). Boston: Kluwer academic.
- Guilford, J. P. (1954). Psychometric methods. New York: mcGraw Hill.
- Halter, C. P. (2006). The reflective lens: The effects of video analysis on preservice teacher development. (Doctoral dissertation, university of California, san Diego, Ca, 2006.) Retrieved april 2, 2008, from ProQuest Digital Dissertations database. Dissertation Abstracts International-a 67 (03). (umI no. 3211280).
- Interstate Teacher assessment and support Consortium (2010). Model core teaching standards: a resource for sate dialogue (draft for public comment). Retrieved October 12, 2010, from http://www.ccsso.org/Resources/Programs/Interstate_Teacher_assessment_Consortium_%28InTasC%29.html
- Jay, J. K. , & Johnson, K. L. (2002). Capturing complexity: a typology of reflective practice for teacher education. Teaching and Teacher Education, 18, 73-85.
- Larrivee, B. A. (2008). Development of a tool to assess teachers’ level of reflective practice. Reflective Practice, 9(3), 341-360.
- Lee, H. (2005). Understanding and assessing preservice teachers’ reflective thinking. Teaching and Teacher Education, 21(6), 699-715.
- Levin, B., He, Y., & Robbins, H. H. (2006). Comparative analysis of preservice teachers’ reflective thinking in synchronous versus asynchronous online case discussions. Journal of Technology and Teacher Education, 14, 439460.
- Lyons, N. (1998). Reflection in teaching: Can it be developmental? a portfolio perspective. Teacher Education Quarterly, 25(1), 115-127.
- MacDonald, D. (2006, april). Reflections on teaching reflective practice. Paper presented at the annual meeting of american educational Research association, san Francisco, Ca.
- Montgomery, E. C. (2001). Design and analysis of experiments, (5th ed.). New York: John Wiley & Sons.
- Milman, N. B. (2005). Web-based digital teaching portfolios: fostering reflection and technology competence in preservice teacher education students. Journal of Technology and Teacher Education, 13, 373-378.
- National Council for accreditation of Teacher education (2008). NCaTe unit standards. Retrieved march 17, 2009 from http://www.ncate.org/institutions/standards.asp?ch=
- Norlander, K. A., Reagan, T. G., & Case, C. W. (1999). The professional teacher: The preparation and nurturance of the reflective practitioner. San Francisco: Jossey-Bass.
- Schön, D. A. (1987). Educating the reflective practioner. San Francisco: JosseyBass.
- Shavelson, R. J., & Webb, N. W. (1991). Generalizability theory: A primer. Newbury Park, Ca: sage.
- Stockero, S. (2008). Differences in preservice mathematics teachers’ reflective abilities attributable to use of a video case curriculum. Journal of Technology and Teacher Education, 16, 483-509.
- Sulzen, J., & Young, M. (2007, april). Identifying judgments supported solely from preservice teacher electronic portfolios. Paper presented at the american educational Research association annual conference, Chicago, Il.
- Welch, M. & James, R. C. (2007). An investigation on the impact of a guided reflection technique in service-learning courses to prepare special educators. Teacher Education and Special Education, 30(4), 276-285.
- Zeichner, K. & Wray, S. (2001). The teaching portfolio in us teacher education programs: What we know and what we need to know. Teaching and Teacher Education, 17, 613-621.
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.Suggest Corrections to References