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Exploring the Influence of Web-Based Portfolio Development on Learning to Teach Elementary Science
Article

, The Pennsylvania State University, United States

Journal of Technology and Teacher Education Volume 11, Number 3, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

This multi-participant case study aimed to examine web-based portfolio development in the service of supporting reflective thinking and learning within the innovative context of Professional Development Schools. The questions that guided this study are: a) What is the nature of the evidence-based philosophies developed by prospective elementary teachers as central part of a web-based portfolio task? and b) In what ways does the technology contribute to the web-based portfolio task? The findings of this study illuminated the participants' understandings about learning and teaching science and illustrated how the web-based forum and the way the task was organized supported a continuous engagement in metacognition, self-reflection and self-evaluation.

Citation

Avraamidou, L. (2003). Exploring the Influence of Web-Based Portfolio Development on Learning to Teach Elementary Science. Journal of Technology and Teacher Education, 11(3), 415-442. Norfolk, VA: Society for Information Technology & Teacher Education. Retrieved November 19, 2019 from .

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