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.
|Number of pages||11|
|Journal||Australian Journal of Teacher Education|
|Publication status||Published - 2009|