Using E-Portfolio as a Tool for Reflection and Teacher Identity Development

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

Abstract

1. Objectives or purposes
The purpose of this study is to investigate teacher candidates’ reflective practices in e-portfolios and teacher identity development. The research question is: In what ways did e-portfolios lead teacher candidates to reflect on their teacher identity development?
2. Perspective(s) or theoretical framework
A teacher education program may serve as “the ideal starting point for instilling not only an awareness of the need to develop an identity, but also a strong sense of the ongoing shifts that will occur in that identity” (Beauchamp & Thomas, 2009, p.186). Studies on teacher identity (Beijaard, Meijer, & Verloop, 2004; Bloomfield, 2010; Chong, Low, & Goh, 2011; Trent, 2010) have called for teacher education programs to help teacher candidates understand relationships between teacher learning tasks and their identity development. Reflection is a key component that is associated with the concept of self (Antonek, McCormick, & Donato, 1997). Through self-analysis in reflective practices, teacher candidates develop their teacher identity (Korthagen, 2004; Lauriala & Kukkonen, 2005).
3. Methods, techniques, or modes of inquiry
This study was conducted at a teacher education program at a university located in a southwest U.S. state. Qualitative methods were used to investigate secondary candidates’ reflection on their teacher learning through e-portfolio practices. Required components of the e-portfolio included five artifacts related to InTASC Standards (e.g., assessment, content, and technology).

4. Data sources, evidence, objects, or materials

Three data sources included observation, video analysis and interviews. The authors observed seven candidates’ 15-20 minutes’ presentations in spring 2013 and analyzed three videos of candidates’ e-portfolio presentations in spring 2015. Interview data from another group of 8-10 candidates will be obtained in fall 2015.
5. Results and/or substantiated conclusions or warrants for arguments/point of view
Identified themes include: candidates’ passion about learning to teach and becoming a teacher; progress in understanding about being a teacher; progress in learning to teach; understanding students and student learning; integration of technology into teaching; and appreciation of mentors’ meaningful support. Furthermore, all candidates reported a high level of confidence in teaching and satisfaction with their accomplishments; however, there was little evidence of critical reflection on areas for improvement.

This study suggests that e-portfolio practices may lead students to “sunshine” their accomplishments (Thomas & Liu, 2012) and thus fail them in looking at themselves from a more critical lens. The study suggests that e-portfolio reflection tasks may prevent candidates from meaningfully reflecting on teacher identity development. The gained confidence may not significantly help candidates to see their objective selves related to learning to teach and learning to become a teacher. It is imperative that the e-portfolio assignment should be redesigned to trigger candidates’ critical reflection.
6. Scientific or scholarly significance of the study or work
This study contributes to teacher education program development. It helps e-portfolio designers to include reflective practices that meaningfully trigger candidates’ understanding of their developed teaching knowledge, skills, and disposition and teacher identity.

Authors

• Shaoan Zhang, University of Nevada - Las Vegas

• Marilyn McKinney, University of Nevada - Las Vegas