Perception of E-Portfolio: The Role of Cognitive Self-Regulation and Motivation in Student Teacher Inquiry

• In Event: Developing Perceptions of Teaching Through Portfolios and Metaphors

Abstract

Prior studies indicated the e-portfolio as a medium used by teachers to inquire into their practice. In addition, achievement in e-portfolio is positively linked to cognitive self-regulation abilities (Cheng & Chau, 2013). However, it is not clear how the processes of cognitive self-regulation and motivation to inquire into practice influence student teachers’ perception of the benefits of the e-portfolio. In this study, we clustered student teachers into different combinations of motivational and self-regulated profiles and found that those with high cognitive self-regulation and intrinsic and extrinsic motivation to inquire into practice found creating and sharing e-portfolios the most beneficial. Implications for teacher education include the emphasise on student teachers’ motivation to inquire and the development of cognitive self-regulation skills were discussed.

Authors

• Bee Leng Chua, Nanyang Technological University

• Stefanie Y. Chye, National Institute of Education - Nanyang Technological University

• Satya Balanagu Samhita, National Institute of Education - Nanyang Technological University