Supporting Teachers' Reflection and Learning through Structured Digital Teaching Portfolios
ARTICLE
Y -T. Sung, K -E. Chang, W -C. Yu, T -H. Chang
Journal of Computer Assisted Learning Volume 25, Number 4, ISSN 1365-2729 Publisher: Wiley
Abstract
Digital teaching portfolios have been proposed as an effective tool for teacher learning and professional development, but there is a lack of empirical evidence supporting their effectiveness. This study proposed the design of a structured digital portfolio equipped with multiple aids (e.g. self-assessment, peer assessment, discussion and journal writing) for the professional development of teachers. This study also empirically evaluated the reflection and professional development as demonstrated in digital teaching portfolios with multiple supporting measures. Forty-four in-service substitute teachers participated in a course of classroom assessment and used a Web-based portfolio system. Based on the framework of teacher reflective thinking developed by Sparks-Langer et al., we found that most teachers demonstrated moderate levels of reflection in their journals but only one-third of them showed the highest level of reflection. We also found that the professional knowledge of teachers about classroom assessment--as shown by their implementation of it--improved significantly during the construction of portfolios. The above findings also represent good evidence that digital portfolios with multiple aids are beneficial to teacher reflection and professional development.
Citation
Sung, Y.T., Chang, K.E., Yu, W.C. & Chang, T.H. (2009). Supporting Teachers' Reflection and Learning through Structured Digital Teaching Portfolios. Journal of Computer Assisted Learning, 25(4), 375-385. Wiley. Retrieved August 6, 2024 from https://www.learntechlib.org/p/103928/.
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Keywords
- Computer Software
- Computer Uses in Education
- Educational Assessment
- educational technology
- internet
- Journal Writing
- Knowledge Base for Teaching
- Portfolio Assessment
- Portfolios (Background Materials)
- professional development
- Program Effectiveness
- reflection
- Reflective Teaching
- Substitute Teachers
- Teacher Effectiveness
- technology integration
Cited By
View References & Citations Map-
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
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Digital Portfolio Use as a Growth Mindset Tool
Susan Hopper, University of North Texas, United States
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 3904–3908
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