Using ePortfolio as a Dialogic Space to Support Prospective Teacher Critical Reflection for Transformative Learning

• In Event: ePortfolios in Teacher Education: Research on Prospective Teacher Learning and Program (Re)Design

Abstract

Objectives
Reflection has been regarded as an important learning process for teachers since Dewey’s masterpiece How we think (1933). Teacher education programs usually require prospective teachers to reflect on their teaching practice in an ePortfolio, then assess that ePortfolio for licensure recommendation. However, research suggests that, when reflecting individually in an evaluative ePortfolio, prospective teachers tend to “sunshine” (Thomas & Liu, 2012) their practice without asking critical questions that transform their actions in the classroom (Liu, 2013). Some researchers (e.g., Zeichner and Liston, 1996) argue reflection is more effective when conducted in a collaborative dialog by a community of practitioners. How can teacher educators use ePortfolio as a dialogic space to engage student teachers to reflect on their actions critically and achieve transformative learning (Mezirow 1990)?

Theoretical Framework
This paper uses the framework from Liu (2013), which emphasizes the hysteresis between reflection and practice, to distinguish critical reflection from other forms such as technical and practical reflection (van Manen, 1977) and generic reflection (Zeichner and Liston, 1996). The terminology of dialogism, although from Bakhtin (1981), owes much to approaches to education that predate the translation of Bakhtin into English. The present research relies on Mezirow’s idea of transformative learning (1990), but within an active social context best understood through Freire’s notion of dialogic action (1970).

Methods

This case study (Stake, 1995) is situated in an elementary teacher education program of a Midwest university system. Teacher educators employ ePortfolios with a stated goal of supporting prospective teachers’ critical reflection through guided activities based on the State Teacher Standards —but also as a space to showcase “expert teacher” status for licensure and employment. Data were gathered from fall 2009 to fall 2012.

Data

ePortfolio reflections, triangulated with field observations and interviews with the prospective teachers, supervisors, and cooperating teachers, were used for discourse analysis (Gee, 2010) employing grounded theory methods of open coding and memoing (Glaser & Strauss, 1967). The study began by analyzing 25 prospective teachers’ ePortfolios to understand their approaches to reflective assignments. Six prospective teachers were then selected as cases for close study through four interviews and four classroom observations each.

Results
The six cases discussed provided examples of individual reflection without critique, dialogic reflection leading to transformative learning, and dialog that ended without transformative learning. Analysis indicates that an ePortfolio can function as a dialogic space for prospective teachers’ critical reflection leading to transformative learning, even in an environment of assessment. However, the habit of critical dialog has to be carefully nurtured in a trusting, collaborative environment so that all parties can downplay assessment and foreground learning. The results underscore that dialogic reflection is not a goal in itself, but simply a way to reach transformative learning.

Scientific Significance
This research highlights the ability of the ePortfolio to create a dialogic space for prospective teachers and their educators. The findings will help teacher educators rethink the design and practice of supervision with ePortfolios with an eye towards achieving transformative learning even within an environment of assessment for licensure.

Authors

• Katrina Liu, University of Nevada - Las Vegas

• Emily Lin, University of Nevada - Las Vegas

• Jane McCarthy, University of Nevada - Las Vegas