Preservice Teachers’ Beliefs and Experiences in the Development of an E-Portfolio

• In Event: Poster Session 3
  In Poster Session: Integrating Technology in Preservice Teacher Education

Abstract

This study examined preservice teachers’ beliefs about e-portfolios as an indicator of the understanding of standards through their experience in the development of an e-portfolio. We analyzed a total of 112 pre-service teachers in an early childhood teacher education program in the U.S. Midwest, using both quantitative and qualitative methods. The results from hierarchical multiple regressions revealed that current program status and overall positive experience in the development of an e-portfolio were significant indicators of the preservice teachers’ beliefs about e-portfolio. The results stresse the importance of positive experience in the development of an e-portfolio in helping preservice teachers better understand the standards and standards-based performance to meet the needs for an effective teacher.
 

Authors

• Hyunjin Kim, Sungkyunkwan University

• Hoewook Chung, Department of Early Childhood Education

• Soo Jung Lee, University of Wisconsin - Madison

• Mona Lane, Oklahoma State University