Teacher Preparation Through ePortfolios

Cross, J. (2012). From the Reflective ePractitioner: A Pilot Model of Teacher Preparation Employing ePortfolio. International Journal of ePortfolio, 2 (1), 39-48.

From the Reflective ePractitioner: A Pilot Model of Teacher Preparation Employing ePortfolio

This project looks at the concern that new technology is moving at a pace where students may be more competent than teachers in the use of new media. Overseas trained teachers were introduced to the process of creating a reflective, professional ePortfolio in English to familiarize themselves with new technology while honing their language skills. The ePortfolios required a career objective, a two-page curriculum vitae, a generic cover letter, a detailed lesson plan, reflections on the ePortfolio process, and a critique of a work experience. 

While the majority of students chose to prepare for the Professional English Assessment for Teachers (PEAT) through a test-focused form of study, four out of more than forty completed a full-time course in Career Development. They developed career prospects by preparing for the PEAT through a learning process of using emerging technologies. The course embedded a reflective ePortfolio project.

This group became part of the reflective ePortfolio project focused on project development, career evaluation, sustainability, and emerging technologies in an accredited Certificate IV Course in Career Development. 

For the students in this project, their preparation for the PEAT was supported by recording their learning in an ePortfolio that was accessible, flexible, and portable. Since the project, enrollments and completions have increased in the full-time Career Development ePortfolio option. 

Note that Mahara was the open source ePortfolio platform used in this project. Cross acknowledged that learning about new software such as Mahara also increased awareness of related social networking applications used by students.