E-portfolios as a Pedagogical Device in Primary Teacher Education

The AUT University Experience

Marguerite Maher, P GERBIC

    Research output: Contribution to journalArticleResearchpeer-review

    Abstract

    Portfolios have a long tradition in teacher education and now these are available in electronic form. At the same time, there are increasing demands for primary teachers to be technologically capable and confident in classrooms. When teacher educators wish to respond through the introduction of new technologies such as e-portfolios, there are significant issues of professional learning. This paper discusses one response, a collaborative self-study, around the introduction of an e-portfolio as a pedagogical device. It highlights two key aspects of the study: first, it considers how collaborative self-study as a methodology proved crucial for sustaining lecturer motivation and commitment to the innovation; second, it describes how the e-portfolio was used to enhance the student experience in the science curriculum area which can be a challenging curriculum area for some students. Finally, some recommendations for practice are put forward for consideration.
    Original languageEnglish
    Pages (from-to)43-53
    Number of pages11
    JournalAustralian Journal of Teacher Education
    Volume34
    Issue number5
    Publication statusPublished - 2009

    Fingerprint

    self-study
    teacher
    curriculum
    education
    experience
    new technology
    university teacher
    student
    electronics
    educator
    commitment
    innovation
    classroom
    methodology
    science
    learning

    Cite this

    @article{1cc60519f003482bad68c3d9fa9d58ac,
    title = "E-portfolios as a Pedagogical Device in Primary Teacher Education: The AUT University Experience",
    abstract = "Portfolios have a long tradition in teacher education and now these are available in electronic form. At the same time, there are increasing demands for primary teachers to be technologically capable and confident in classrooms. When teacher educators wish to respond through the introduction of new technologies such as e-portfolios, there are significant issues of professional learning. This paper discusses one response, a collaborative self-study, around the introduction of an e-portfolio as a pedagogical device. It highlights two key aspects of the study: first, it considers how collaborative self-study as a methodology proved crucial for sustaining lecturer motivation and commitment to the innovation; second, it describes how the e-portfolio was used to enhance the student experience in the science curriculum area which can be a challenging curriculum area for some students. Finally, some recommendations for practice are put forward for consideration.",
    author = "Marguerite Maher and P GERBIC",
    year = "2009",
    language = "English",
    volume = "34",
    pages = "43--53",
    journal = "Australian Journal of Teacher Education",
    issn = "0313-5373",
    publisher = "Edith Cowan University",
    number = "5",

    }

    E-portfolios as a Pedagogical Device in Primary Teacher Education : The AUT University Experience. / Maher, Marguerite; GERBIC, P.

    In: Australian Journal of Teacher Education, Vol. 34, No. 5, 2009, p. 43-53.

    Research output: Contribution to journalArticleResearchpeer-review

    TY - JOUR

    T1 - E-portfolios as a Pedagogical Device in Primary Teacher Education

    T2 - The AUT University Experience

    AU - Maher, Marguerite

    AU - GERBIC, P

    PY - 2009

    Y1 - 2009

    N2 - Portfolios have a long tradition in teacher education and now these are available in electronic form. At the same time, there are increasing demands for primary teachers to be technologically capable and confident in classrooms. When teacher educators wish to respond through the introduction of new technologies such as e-portfolios, there are significant issues of professional learning. This paper discusses one response, a collaborative self-study, around the introduction of an e-portfolio as a pedagogical device. It highlights two key aspects of the study: first, it considers how collaborative self-study as a methodology proved crucial for sustaining lecturer motivation and commitment to the innovation; second, it describes how the e-portfolio was used to enhance the student experience in the science curriculum area which can be a challenging curriculum area for some students. Finally, some recommendations for practice are put forward for consideration.

    AB - Portfolios have a long tradition in teacher education and now these are available in electronic form. At the same time, there are increasing demands for primary teachers to be technologically capable and confident in classrooms. When teacher educators wish to respond through the introduction of new technologies such as e-portfolios, there are significant issues of professional learning. This paper discusses one response, a collaborative self-study, around the introduction of an e-portfolio as a pedagogical device. It highlights two key aspects of the study: first, it considers how collaborative self-study as a methodology proved crucial for sustaining lecturer motivation and commitment to the innovation; second, it describes how the e-portfolio was used to enhance the student experience in the science curriculum area which can be a challenging curriculum area for some students. Finally, some recommendations for practice are put forward for consideration.

    M3 - Article

    VL - 34

    SP - 43

    EP - 53

    JO - Australian Journal of Teacher Education

    JF - Australian Journal of Teacher Education

    SN - 0313-5373

    IS - 5

    ER -