Using the e-Portfolio to Document and Evaluate Growth in Reflective Practice: The Development and Application of a Conceptual FrameworkReport as inadecuate




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International Journal of ePortfolio, v2 n1 p49-74 2012

This case study focused on the electronic portfolio (e-portfolio) as a portrait of teacher growth in an in-service chemistry education graduate program. The e-portfolio provided a multimedia space for systematic documentation of teacher professional growth within the domain of reflective practice. In this study, the outcome and illustration of authentic growth was theorized and evaluated using a system of quality criteria (ontological, educative, catalytic, and tactical). Findings showed that successful e-portfolio entries illustrating reflective practice were created when teacher participants explicitly showed how they experienced growth (increased professional competency) over time through well-coordinated sets of baseline- and post-baseline evidence. The conceptual framework introduced in this article responds to calls for robust models to analyze growth through reflective practice in the development of e-portfolio pedagogy.

Descriptors: Portfolios (Background Materials), Electronic Publishing, Reflective Teaching, Science Teachers, Graduate Students, Inservice Teacher Education, Chemistry, Case Studies, Faculty Development, Teacher Competencies, Secondary School Teachers, Outcomes of Education

Center for Teaching and Learning, University of Georgia. North Instructional Plaza, University of Georgia, Athens, GA 30602. e-mail: ijep[at]vt.edu; Web site: http://www.theijep.com





Author: Pitts, Wesley; Ruggirello, Rachel

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=1645&id=EJ1107603



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