Supporting Preservice Teacher Inquiry with Electronic Portfolios

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Shepherd, C. & Hannafin, M. (2011). Supporting Preservice Teacher Inquiry with Electronic Portfolios. Journal of Technology and Teacher Education, 19(2), 189-207. Chesapeake, VA: SITE.
Retrieved from http://www.editlib.org/p/30265.

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Journal Information

Journal of Technology and Teacher Education
ISSN 1059-7069
Volume 19, Issue 2, April 2011
Society for Information Technology & Teacher Education  Chesapeake, VA

More Information on JTATE

Authors

Craig Shepherd, The University of Wyoming, United States; Michael Hannafin, The University of Georgia, United States

Abstract

Six preservice social studies teachers created electronic portfolios to examine techniques believed to promote active student engagement during a 12-week field experience. Inquiry into these practices was facilitated through embedded tutorials, assignment suggestions, and question prompts based on principles of evidential reasoning. Although electronic portfolios evidence facilitated re-examination of teaching and formulation of improvement plans, competing time demands and limited technology familiarity influenced preservice teachers to rely on personal coaching. This paper summarizes results of the study as well as implications for future research using electronic portfolios with embedded support tools to systematically inquire into teaching practices.

Keywords

• Portfolios
• Social Studies
• Educational Technology
• Preservice Teacher Education
• Professional Development
• Internet
• Video

References

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