Teacher Candidates' Reflective Practices Through ePortfolios: An Exploratory Case Study

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

Abstract

Objectives
By analyzing the type and depth of reflection evidenced through ePortfolio artifacts, this study provides a perspective on connections between theory and practice of reflective thinking in the field of teacher education. How does reflective thinking and practice develop within teacher candidates? What are teacher candidates thinking about when choosing artifacts for their ePortfolios?

Theoretical Framework
ePortfolios are used in many colleges of education and teacher preparation programs as one way to document that teacher candidates are meeting state and national standards (Strudler & Wetzel 2011). Delandshere & Arens (2003) describe an ePortfolio as a vehicle to “define, display, and store evidence of teachers’ knowledge and skills that is based on multiple sources collected over time in authentic settings” (p.58). ePortfolios also provide evidence of professional growth through candidate reflection on their own teaching practices (Goodson, 2007). Reflection can help teacher candidates improve their skills and promote professional growth throughout their careers. (Robichaux & Guarino, 2012). The process of being a reflective practitioner allows teacher candidates or veteran teachers to become more responsive to the changing needs of their students in the classroom and become more effective teachers (Rosen, 2008).

Methods
This exploratory case study focuses on teacher candidates’ ePortfolios from the Fall 2014 semester. The ePortfolios are analyzed using the InTASC standards as a rubric framework. Following the analysis of the ePortfolio, interviews with six teacher candidates were conducted to provide a deeper understanding of the reflective processes of teacher candidates.

Data Sources
A random sample of fifty ePortfolios was chosen from a pool of students enrolled in student teaching during the fall 2014 semester. Six individuals were chosen to participate in a semi-structured interview following the ePortfolios analysis. The curriculum of the Elementary Teacher Education program these candidates completed and specific ePortfolio assignments were also considered in the analysis.

Results
Many students are reflective; however many see the ePortfolio as another box that needs to be checked to earn their degree. Explaining the importance of creating an ePortfolio to teacher candidates and assisting them in becoming more purposeful in their reflection on practice can lead to more effective teaching practices.

Scholarly Significance of Study of Work
This study helps identify both strengths and areas for improvement in ePortfolio projects that are administered in various universities. ePortfolios in teacher education programs have the potential to help form a foundation for professional growth through developing the habit of daily reflection on practice. If teacher candidates are made aware of the benefits on student learning that ePortfolios can provide then they in turn will take the process of creating the ePortfolio more seriously and become more reflective practitioners in the process.

Author

• Cristina Salinas, University of Nevada - Las Vegas