Dialogic Spaces Created Through Ungraded Multimodal Portfolios: Inside, Undone and In-depth

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Abstract

Student portfolios are becoming more frequently used as assessment tools within teacher education and higher education more broadly. This paper draws on a multiyear qualitative research project asking, in what ways do multimodal portfolios inform student teachers learning in an ungraded introductory semester of a teacher education program? Literature reviewed includes ungrading, portfolio and multimodality, conceptually framed though dialogic spaces. For this modified grounded theory project, data included 213 surveys and 15 semi-structured interviews with student teachers in a university-based post-degree teacher education program (TEP). Findings suggest affordances for ontological shifts in learning, exploration of topics and ideas that student teachers were not yet confident about and facilitated student teachers' connections between multiple physical and conceptual spaces within the TEP.

Authors

• Amrit Kaur Cojocaru, Simon Fraser University

• Shaghayegh Bahrami, Simon Fraser University

• Pooja Dharamshi, Simon Fraser University