Guiding Preservice Teachers Toward Reflective Self-Directed Professional Learning and Development Through Web-Based Portfolios

• In Event: Roundtable Session 5
  In Roundtable Session: Nurturing Reflection and Inquiry With Preservice Teacher Education

Abstract

This paper aims to examine the role or practical use of web-based portfolios in reflective and self-directed learning and the development of professional competences among pre-service teachers. The study is conducted in the context of a major course for education students in which they were required to develop a web-based portfolio on Google Sites. Data obtained from the portfolio entries have been coded and analyzed using the qualitative data analysis software MAXQDA. The findings are expected to provide a better understanding of the professional development activities and learning processes, which could have implications for the improvement of the quality of future learning opportunities that foster reflective, self-directed learning and professional development in formal or in informal learning contexts.

Author

• Anna Liza Daunert, University of Paderborn