Reflective Practice or Just Plain Bragging?: A Grounded Approach to the Implementation of Student Teacher Reflection in ePortfolios

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Thomas, M.K. & Liu, K. (2008). Reflective Practice or Just Plain Bragging?: A Grounded Approach to the Implementation of Student Teacher Reflection in ePortfolios. In C. Bonk et al. (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2008 (pp. 3249-3256). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/30129.

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Conference Information

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2008
Las Vegas, Nevada, USA
November 17, 2008
ISBN 1-880094-66-5
  Curtis J. Bonk, Mimi Miyoung Lee & Tom Reynolds
AACE

More Information on ELEARN
Table of Contents

Authors

Michael K. Thomas, Katrina Liu, University of Wisconsin-Madison, USA

Abstract

This paper reports on a grounded theory analysis of student teachers’ online reflections in an ePortfolio system as part of a university-based teacher preparation program. Results indicate that student teachers tend to brag about their professional development experiences rather than reflect on them. This bragging is accomplished by carelessly using academic buzzwords, whitewashing negative experiences by using down toners and blaming others for problems in their classrooms as expressed in their online reflections. This implies that authentic reflective processes must be better supported in online ePortfolio systems.

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