Using E-Portfolio as a Dialogic Space for Prospective Teacher Reflection

• In Event: The Whole World’s Talking: Conceptualizing the Universality of Dialogic Learning in Localized Contexts

Abstract

Objectives
Reflection has been considered an important learning process for teachers since Dewey’s masterpiece How we think (1933). Schon (1983) advanced this concept by addressing the importance of knowledge in action; many teacher education programs since then have worked to prepare reflective teachers through written journals and more recently, ePortfolios (Barrett, 2005; Darling, 2001; Thomas & Liu, 2012). Nevertheless, more research needs to be done regarding what prospective teachers actually reflect about (Zeichner & Wray, 2001). This paper provides observations from a teacher educator based on using ePortfolio as a dialogic space for prospective teacher reflection, paying specific attention to the following research questions:

1) What is the content and quality of prospective teachers’ ePortfolio reflections?
2) How do prospective teachers experience the processes and learning outcomes of reflective dialogue with a university supervisor?

Theoretical Framework
In a previous study, the author proposed a framework for implementing reflective ePortfolios in teacher education programs (author, 2011) with four elements: (1) concept of reflection (Dewey, 1933; Manen, 1977; Schon, 1983); (2) ePortfolio goals focusing on ongoing reflection rather than summative assessment; (3) teacher educators’ responsibility to nurture a non-evaluative environment with constant feedback; (4) prospective teachers’ responsibility to reflect on problems via collaborative reflection, focusing on reflection-based action in teaching. Using this framework, the author implemented ePortfolio as the basis for dialogic learning (Matusov, 2009; Wegerif, 2009) in the supervision of prospective teachers in a university-based elementary teacher education program.

Methods and Data Sources
This research adopts the case study methodology (Stake, 1995) to make a close study of prospective teachers’ reflection and learning results with the affordances of ePortfolio. The cases were 6 individual prospective teachers; data were collected from their Fall 2012 ePortfolio reflections to study the quality and content of their reflections triangulated with data from classroom observations and interviews with the prospective teachers and their cooperating teachers.

Results
By using the ePortfolio as a dialogic space, a non-evaluative culture was nurtured so that prospective teachers did not feel the need to “cherry pick” (author, 2011) the best of their teaching to prove themselves quality teachers. They not only highlighted their successes in their ePortfolios (author, 2010), but more importantly, reflected on the challenges encountered during teaching and the impact of their teaching on their students’ learning. Interview data shows that they viewed the ePortfolio as a safe virtual space where they were able to continually share with their peers and the supervisor. They also articulated the challenges of reflecting in the ePortfolio including lack of time and difficulty selecting reflection focus.

Scientific Significance
This research highlights the pedagogical significance of the ePortfolio to create a dialogic space for prospective teachers and supervisors during curriculum implementation. Especially with the coming of Teacher Performance Assessment, the findings will help teacher educators rethink the ePortfolio’s role in the design and practice of supervision, particularly its potential to initiate dialogues of critical reflection, and ultimately, to improving teacher practice.

Author

• Katrina Liu, University of Wisconsin - Whitewater