Australian Journal of Teacher Education
Abstract
ePortfolios are gaining momentum as a preferred way for graduates to demonstrate current and developing capabilities against industry standards. Effective training is essential for new graduates to produce quality and competitive ePortfolios. This research focused on the perspective of pre-service teachers on the effectiveness of learning opportunities provided to increase confidence and skills in developing an ePortfolio in an Australian four-year undergraduate degree. The initial phase of this research employed a survey to examine the perspective of 132 second-year and 105 third-year pre-service teachers. Results indicated that for the second-year cohort there was a minimal increase in the levels of confidence across all areas. In contrast, the third-year pre-service teachers showed some increase in confidence in developing an ePortfolio and understanding its purpose. While the findings from this study emphasised the pre-service teachers’ need for ongoing hands-on support, it also highlighted their reluctance to seek support at an independent level.
Recommended Citation
Roberts, P., & Kirk, G. (2019). Introducing an ePortfolio into Practicum-Based Units: Pre-service Teachers’ Perceptions of Effective Support. Australian Journal of Teacher Education, 44(5). https://doi.org/10.14221/ajte.2018v44n5.5
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Early Childhood Education Commons, Higher Education and Teaching Commons, Scholarship of Teaching and Learning Commons