Conceptual and Practical Issues Related to the Design for and Sustainability of Communities of Practice: The Case of E-Portfolio Use in Preservice Teacher Training
Technology, Pedagogy and Education Volume 16, Number 2, ISSN 1475-939X
According to Barab "et al." (2004), the ideal community of practice (CoP) is a "persistent, sustained social network of individuals, who share and develop an overlapping knowledge base, set of beliefs, values, history, and experiences focused on a common practice and/or mutual enterprise" (p. 55). Thus, a CoP has a social purpose of supporting peers and colleagues by sharing knowledge and artifacts that serve authentic practice. E-portfolios, online versions of longstanding practice in teacher education, would appear to be ideal candidates to undertake such a task. Nevertheless, the authors argue that conceptual and practical issues must be addressed before significant changes can occur. In the end, a healthy critique of the conceptual and practical aspects of supporting communities of practice online will result in more authentic, effective training of our next generation of teachers.
Evans, M.A. & Powell, A. (2007). Conceptual and Practical Issues Related to the Design for and Sustainability of Communities of Practice: The Case of E-Portfolio Use in Preservice Teacher Training. Technology, Pedagogy and Education, 16(2), 199-214.
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Stefanie Panke, University of North Carolina at Chapel Hill, United States
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Zen and the Art of Portfolio Maintenance: Best Practices in Course Design for Supporting Long-lasting Portfolios
Spencer P. Greenhalgh, Joshua M. Rosenberg, Andrea Zellner & Matthew J. Koehler, Michigan State University, United States
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 1755–1761
Applying a Modified Technology Acceptance Model to Qualitatively Analyse the Factors Affecting E-Portfolio Implementation for Student Teachers’ in Field Experience Placements
Eugenia M. W. Ng, Ronnie Shroff & Cher Lim, The Hong Kong Institute of Education, China
Proceedings of the Informing Science and Information Technology Education Conference 2013 (Jul 01, 2013) pp. 355–365
E-Portfolios for E-Reflection or E-Assessment? A Case Study of a one year Initial Teacher Education Course in Northern Ireland
Pamela Cowan, Queen's University Belfast, United Kingdom
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 40–46
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