Document Type

Conference Proceeding

Publisher

Pebble Books

Faculty

Faculty of Education and Arts

School

School of Education/Centre for Research in Early Childhood

RAS ID

18761

Comments

This chapter was originally published as: Roberts, P. K. (2014). An ePortfolio environment to enhance reflection in pre-service teachers: What worked, what didn't and why? In Poot, A. (Eds.). PebblePad: Personalising the Curriculum (pp. 16-31). England: Pebble Books. Original chapter available here

Abstract

This research paper details some results of a doctoral study that was designed to enhance reflection in pre-service teachers by scaffolding an action research project within the eportfolio-based learning environment. It reports on a unit level implementation of the PebblePad eportfolio platform in a Western Australian university, and focuses specifically on the levels of student engagement when guided by prompts placed within PebblePad as part of a scaffolded learning environment. The paper also examines the barriers to engagement that were identified through the data collection. The key findings indicate that the students were most engaged with the prompts that had a direct link to assessment tasks, followed by the activity tasks that specifically focused on reflective writing. The primary barriers to engagement were identified as the students’ unfamiliarity with the platform and the timing of the introduction of the eportfolio. The research identified some recommendations for future implementation of such environments, specifically including a more integrated approach to the use of an eportfolio from the beginning of students’ degrees.

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