e-Portfolios as an alternative assessment strategy in student teacher

0 downloads 0 Views 149KB Size Report
information regarding the tutorial letters and study guide to enhance the .... Penny Light, 2010, p. 3). One specific tool, the ePortfolio is an important tool which is ... alternative assessment pilot project because this module enrolment was less than 300 ..... Statement (CAPS) to become competent Economics for grades 10–12 ...
TITLE OF ODL PROJECT: e-Portfolios as an alternative assessment strategy in student teacher education course

PROJECT ABSTRACT It is imperative that emancipating and transforming teacher education programs for a quality education system needs creative and innovative strategies to empowering student teachers for the classroom of tomorrow. To achieve these imperatives, the National Policy Framework for Teacher Education and Development in South Africa (National Department of Basic Education (DBE) 2007) and the Minimum Requirements for Teacher Education Qualifications, (Department of Higher Education (DHET), 2011) stipulated that specific minimum requirements for teacher education qualifications must ensure that the higher education system produces the kinds of teachers that the country needs.The electronic portfolio (ePortfolio) has become increasingly attractive to faculty who seek a more comprehensive insight into and interactive approach with respect to the authentic assessment of their students’ process of learning and development. This project will be underpinned by the following constructs, namely the teacher efficacy, communities of practice, transformative learning and social cognitive learning theories. A combination of a critical discourse, social constructivist and interpretive paradigm will be employed for this research project. In this project, Economics student teachers’ views regarding the usefulness of an ePortfolio for personal growth and professional development were explored. For this ODL project, ePortfolio as an alternative assessment strategy that is both learning-oriented and achievement-oriented, particularly in postgraduate economics education was used. How can e-Portfolios as an alternative assessment strategy being used as a driver in student teacher development in a teacher education course? This ODL project will employ a mixed method design. The specific type of mixed method design will be explanatory in nature. Purposive sampling for this study is used for only students registered for the PGCE/Bed (Senior and FET phase) subject methodology economics (SDEC00N) student teachers (N=257) per module on myUnisa. Students will be requested to complete the two closed structured questionnaires: (1) Attitude toward Economics education (ATEE) and (2) ePortfolio Educational Value Questionnaire (EEVQ) voluntarily. Two questionnaires were designed and used in previously empirical studies whereby the validity and reliability was computed. Weekly reflective journals, blog postings, and Discussion forums postings will be downloaded and analyses from myUnisa. The aim of this research study is to improve the theoretical and the practical aspects of the Economics subject methodology module to provide quality teaching and learning. The findings will inform how to change specific information regarding the tutorial letters and study guide to enhance the subject teaching. Furthermore, this study anticipates publishing two articles in accredited journals and reading papers at educational conferences in the next two years.

INTRODUCTION AND BACKGROUND

The emergence of the Fourth Industrial Revolution (FIR) accelerated the transformation and use of the internet, in scope, velocity, and complexity (Warschauer & Matuchiak 2010:180). Education is not immune to this major shift but need to embrace this opportunity and challenge. Education is currently experiencing rapid changes and challenges due to increase of technology based networked communities toward the FIR. In order for Higher Education sector to be relevant and compatible in this challenging society, universities to commit to the process of continuous change or become redundant (Bates 2010:15). Globally colleges of teacher education start using ePortfolios as part of their work integrated learning

(WIL) as well as alternative assessment strategies to train future teachers. Bates (2010) posited that “eportfolios enable faculty to see first-hand not only what students are learning, but how they are learning” (p. 15) in addition to the observation that “eportfolios also can play a role in assessing the effectiveness of the courses, curricula, and even institutions” (p.16). Research shows that e-Portfolio pedagogy as an alternative

method of assessment (showcasing skills and achievements, reflecting and using appropriate communication modalities) (Boulton & Hramiak 2012:10; Boulton 2014:375; Groom, & Maunonen-Eskelinen, 2006: 291; FitzPatrick, & Spiller 2010) encourages constructivist and connectivist approaches to teaching, learning (Wray 2007b; Rolheiser. & Schwartz 2001:283), and creating meaningful assessment practices for self-directed learning (Jones 2010: 269; Robichaux. & Guarino 2012:293). Therefore, e-Portfolios are critical instruments for managing each student’s academic progress, and they can also play an important role in managing the performance and progress of an entire education system (Arslam 2014:132; Fisher, Cheung, Pickard, Chen, Cheung, & Wong 2011:420; Wray, 2007a; Trevitt, Macduff, & Steed, 2013). Moreover, Quinlan (2002) as well Garrett (2011:189) is of the opinion that e-Portfolios provide significant advantages over paper-based alternatives because it is easy accessible online and the end users (learners, educators, parents and school principals) can access e-Portfolios from computers, cell phones or other devices. According to these authors, e-Portfolios can be accessed by student teachers to issue assignments, and by students to access assignments through an online platform anytime, anywhere and at any place. Furthermore, Chappuis, Stiggins, Arter, & Chappuis (2005: 99) view e-Portfolios as an effective way of alternative assessment that encourages students and educators to examine skills that may not be otherwise accessed using traditional means such as higher order thinking, communications, and collaborative abilities. This type of alignment is receiving increasing attention as an important means for providing quality education to all students and improving school performance. To achieve these imperatives, the National Policy Framework for Teacher Education and Development in South Africa (National Department of Basic Education (DBE) 2007) and the Minimum Requirements for Teacher Education Qualifications, (Department of Higher Education (DHET), 2011) stipulated that specific minimum requirements for teacher education qualifications must ensure that the higher education system produces the kinds of teachers that the country needs. Both policy directives informs the right to quality education for all in South Africa as a democratic right without limitation, and schooling is described as a public good in which teachers are the key agents for change. The latter policy which reformulated and replaces the criteria for the Norms and Standards for Educators as an imperative for teachers, as evident in the seven roles set out in terms of the different teacher education qualifications, is also quite impressive and is expected to have a significant impact on teacher training and curriculum development initiatives in all school curricula and also to relate to Curriculum and Assessment Policy Statement for economics as a school subject. A profound change in teacher practices is called for, which would entail the establishment of sustainable enabling teaching and learning environments and conditions which promote fundamental and critical engagement in a transformative education system. It is recommended that professional teachers should be regarded as the essential resource of the education system, and that programmes for teacher education and training should reinforce the professional competencies and commitments of teachers, as stipulated in the Minimum Requirements for Teacher Education Qualifications policy document (DHET2001). In South Africa, this can be seen as a response to the government’s call for a more socially responsive education system. It is imperative that emancipating and transforming teacher education programs for a quality education system needs creative and innovative strategies to empowering student teachers for the classroom of tomorrow. The electronic portfolio (ePortfolio) has become increasingly attractive to faculty who seek a more comprehensive

insight into and interactive approach with respect to the authentic assessment of their students’ process of learning and development (Banta, 2003). The notion of authenticity in assessment is based on the idea that a more representative evaluation of a student’s learning is based on evidence that represents a reflective, intentional timespan rather than arbitrary points in time. According to Cambridge (2010), Putting the ideals of authenticity and deliberation into action, ePortfolios offer one means of generating a comprehensive account of students’ experience of ineffable outcomes, having the promise to capture the complexity and context of students’ learning in ways that more conventional kinds of assessment cannot. (p. 118) The ePortfolio is a natural fit for a high impact practice such as a first-year seminar because of the integrative learning opportunities fostered by this structured reflection and assessment framework. Established learning outcomes can be assessed by either formative or summative means through a wide range of authentic evidence documented by a student over time (Banta, Griffin, Flateby, & Kahn, 2009). “As ‘containers’ of authentic evidence of student work, e-portfolios can serve as a catalyst for conversations among faculty and other stakeholders within departments and programs about common learning outcomes, coherence among courses, and professional development” (Chen & Penny Light, 2010, p. 3). One specific tool, the ePortfolio is an important tool which is currently used to support and document personal, professional, and intellectual development of student teachers. Moreover, ePortfolios are designed for assessment purposes allowing for measurement of student teachers learning against established assessment criteria while allowing the student teachers to define and narrate their learning as they see it. In this project, Economics student teachers’ views regarding the usefulness of an ePortfolio for personal growth and professional development were explored. For this ODL project, ePortfolio as an alternative assessment strategy that is both learning-oriented and achievement-oriented, particularly in postgraduate economics education was used. PROBLEM STATEMENT In 2013 Unisa’s Managing Committee decided to start an institutional 2014-2018 Strategic Plan to increase throughput rate for undergraduate students from 43% to 67% for the next five years. There were several challenges such as the increase of new student profiles, and the lack in sufficient student support programme. In the last ten years there were an increase venue-based examinations centres which placed a high burden on resources, administration logistics and financial challenges. There was also an increase in examination cheating and plagiarism which doubled the number of disciplinary cases in last five years. Lastly, the semester modules did not created sufficient and effective constructive feedback on assessment activities. Under the auspices of a task team that was set up at the end of 2013 to review and reconfigure assessment systems and practices at Unisa, a project was launched to explore alternative ways of assessing student learning. These alternative forms of assessment were to be technology-enhanced, non-venue based. All of the Colleges at Unisa were invited to nominate a number of modules to participate in the project. The alternative assessment types identified for the project were: take-home assessments (including timed assessments and MCQs), portfolios (online and e-portfolios), webinars, peer review assessment and continuous assessment. Unisa Senate approved the alternative assessment project as well as the modules nominated to participate in the project at its June 2014 meeting. The College of Education decided to include several modules. The PGCE/Bed (Senior and FET phase) module SDEC00N – Subject Methodology Economics was identified as one for the alternative assessment pilot project because this module enrolment was less than 300 students. The primary lecturer decided to use e-portfolios as alternative non-venue based assessment.

THEORETICAL FRAMEWORK

This project will be underpinned by the following constructs, namely the teacher efficacy, communities of practice, transformative learning and social cognitive learning theories. A combination of social constructivist and interpretive paradigms will be employed for this research project. Teacher efficacy construct: Effectiveness is an elusive concept to define when we consider the complex task of teaching and the multitude of contexts in which teachers work. Discussing teacher preparation and the qualities of effective teachers, Dickie (2006) aptly notes that“ teacher quality is a complex phenomenon, and there is little consensus on what it is or how to measure it” (p.3). In fact, there is considerable debate whether we should judge teacher effectiveness based on teacher inputs (e.g. qualifications), the teaching process (e.g. instructional practices), the product of teaching (e.g. effects on student learning), or a composite of these elements. Lewis, Parsad, Carey, Bartfai, Farris, and Smerdon (1999)is of the opinion that teacher efficacy has emerged as an important construct in teacher education over the past two decades in the social science and humanities. Moreover, Wheatley (2005) defines the concept as ’teachers’ beliefs in their ability to actualise the desired outcomes”(p.748).Teacher efficacy has emerged as an important construct and teachers’ beliefs in their ability to actualise the desired outcomes for their students. Teacher efficacy has been linked to teacher effectiveness and appears to influence students in their academic achievements (Dickie 2006; Wheatley 2005; Goddard et al. 2000). Teacher efficacy has been linked to teacher effectiveness and appears to influence students in their achievement, attitude and affective growth. Scholars have shown that teacher efficacy has positive effects on teachers’ effort and persistence in the face of difficulties (Dickie 2006; Soodak & Podell 1993), professional commitment (Tschannen-Moran et al. 2001; Coladarci 1992), student motivation (Midgley et al. 1989) and openness to new methods in teaching and positive teacher behaviour (Ghaith & Shaaban 1999). Moreover, Ghaith and Yaghi (1997) mention that in addition, teachers with a high sense of efficacy are more likely to use student-centred teaching strategies, while low-efficacy teachers tend to use teacher-directed strategies, such as didactic lectures and reading from textbooks (Dickie 2006). Therefore the importance of teacher efficacy is well established. Nonetheless, scholars view teachers’ sense of efficacy and reforms in the curriculum have many common points (Goddard et al. 2000; Lewis et al. 1999). The changes teachers apply to their practices and adaptation to innovations require that they have a high sense of efficacy. Nevertheless, while both the implementation of reform in teacher education and teacher efficacy beliefs have been studied in depth over the years, few research studies have been completed on the possible connection between the two. In this study, teacher efficacy is considered the basis for enhancing student learning, achieving school effectiveness, improving teacher evaluation and designing and improving the quality of the Training-of-Trainers programmes (Van Wyk & Alexander, 2010). Social cognitive learning theory: Social cognitive learning theory (Albert Bundura) highlights the idea that much of human learning occurs in a social environment. In this study, by observing others, economics teachers acquire knowledge of rules, skills, strategies, beliefs and attitudes which empower them to plan enabling classrooms. Individual teachers and groups also learn about the usefulness and appropriateness of behaviours by observing models and the consequences of modelled behaviours, and they act in accordance with their beliefs concerning the expected outcomes of actions during the ToT initiative. The social learning theory proposed by Albert Bandura has become perhaps the most influential theory of learning and development. While rooted in many of the basic concepts of traditional learning theory, Bandura believes that direct reinforcement cannot account for all types of learning. His theory adds a social element, arguing that people can learn new information and behaviours by watching other people. In this research, facilitators demonstrated several lessons to FET economics teachers by role playing economic

concepts during a ToT project. This type of teaching method, role playing, is known as observational learning (or modelling). According to Bandura, this type of learning can be used to explain a wide variety of behaviours. Moreover, there are three core concepts at the heart of social learning theory. According to this theory, people can learn through observation. Secondly, the idea of internal mental capability is an essential part of this process. Finally, this theory recognises that just because something has been learnt it does not mean that it will result in a change in behaviour.

Transformative learning theory: Jack Mezirow (1991) posits that transformative learning is the process of effecting change in a frame of reference. The author argues that adults (in this case FET economics teachers) have acquired a coherent body of experience— associations, concepts, values, feelings, conditioned responses—frames of reference that define their life world. Frames of reference (of FET economics teachers) are the structures of assumptions based on which they relate and understand their experiences throughout this project. They selectively shape and delimit expectations, perceptions, cognition and feelings of individuals and group members of the ToT project. They set a “line of action”. Once set, they automatically move from one specific activity (mental or behavioural) to another learning unit in the economics modular manual. When circumstances permit, transformative learners move toward a frame of reference that is more inclusive, discriminating, selfreflective and integrative of experience. A frame of reference encompasses cognitive, conative and emotional components, and is composed of two dimensions: habits of mind and a point of view. Habits of mind are broad, abstract, orienting, ways of thinking, feeling and acting influenced by assumptions that constitute a set of constructs. These constructs may be cultural, social, educational, economic, political or psychological. Habits of mind become articulated in a specific point of view—the constellation of belief, value judgement, attitude and feeling that shapes a particular interpretation. An example of a habit of mind is ethnocentrism, the predisposition to regard others outside one’s own group as inferior. A resulting point of view is the complex of feelings, beliefs, judgements and attitudes we have about specific individuals or groups (Van Wyk, Alexander & Moreeng, 2010). Frames of reference are primarily the result of cultural assimilation and the idiosyncratic influences of primary caregivers. Habits of mind are more durable than points of view. In this case, facilitators employ discussion forums and debriefing sessions to stimulate critical thinking in the project. Most of the participants express different points of view, which were subject to continuing change as some of them reflect on either the content or process by which they solve problems to identify the need to modify assumptions. This happens whenever participants in this study try to understand actions that do not work in the way they anticipated. Perhaps points of view are more accessible to awareness and to feedback from others. According to Mezirow (1991), we transform our frames of reference through critical reflection on the assumptions upon which our interpretations, beliefs and habits of mind or points of view are based. We can become critically reflective of the assumptions we or others make when we learn to solve problems instrumentally or when we are involved in communicative learning. We may be critically reflective of assumptions when reading a book, hearing a point of view, engaging in task-oriented problem solving (objective reframing) or self-reflectively assessing our own ideas and beliefs (subjective reframing). Moreover, Mezirow (1998) posit that self-reflection can lead to significant personal transformations. Critically explored assumptions may be in the autobiographical context of a belief or they may support a social, cultural, economic, political, educational or psychological system. Transformations in frames of reference take place through critical reflection and transformation of a habit of mind, or they may result from an accretion of transformations in points of view. On the other hand, from the perspective of transformation theory, the nature of adult learning implies a set of ideal conditions for its full realisation that may serve as standards

for judging both the quality of adult education and the socio-political conditions that facilitate or impede learning. From the perspective of transformation theory, there are ideal conditions for the full realisation of adult learning; these conditions can serve as standards for judging both the quality of adult education and the socio-political conditions that facilitate or impede learning. The position here is that there is an inherent logic, ideal and purpose in the process of transformative learning. The process involves transforming frames of reference through critical reflection of assumptions, validating contested beliefs through discourse, taking action on one’s reflective insight, and critically assessing it. In this study, the understanding of the nature of significant economics teachers’ learning provides the Training-of-Trainers facilitators with a rationale for selecting appropriate educational practices (such as lesson demonstrations, role playing, discussion forums, group work, cooperative learning methods, think-pair-share strategy) and actively resisting social and cultural forces that distort and delimit adult learning. Communities of practice theory: Lave and Wenger (1991) define “communities of practice [as] … groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly”. This theory underpins this study because of the process of social learning that occurs when FET economics teachers who participated in the Training-of-Teachers project have a common interest in the subject of economics, sharing ideas and strategies, determining solutions and building innovations. Economics teachers in this study demonstrated communities of practice (CoP) who share a passion for something that they do and interact regularly to learn how to do it better. One needs to distinguish between what is a CoP and what is not. There are three required components of CoPs: 1. There needs to be a domain. A CoP has an identity defined by a shared domain of interest; it’s not just a network of economics teachers. Membership implies a commitment to the domain. 2. There needs to be a community. A necessary component is that economics teachers interact and engage in shared activities, help one another and share information with one another. They build relationships that enable them to learn from one another. In this way, merely sharing the same job does not mean a CoP. 3. There needs to be a practice. A CoP is not just people who have an interest in something (e.g. economics). The third requirement for a CoP is that the members are practitioners. They develop a shared repertoire of resources which can include stories, helpful tools, experiences, stories, ways of handling typical problems, etc. This kind of interaction needs to be developed over time. A conversation with a random stranger who happens to be an expert on subject matter that interests you does not in itself make a CoP. Informal conversations held by people of the same profession (e.g. economics teachers) help share and develop a set of cases and stories that can become a shared repertoire for their practice, whether they realise it or not. Communities develop their practice through a variety of methods, including problem solving, requests for information, seeking the experiences of others, reusing assets, coordination and synergy, discussing developments, visiting other members, mapping knowledge and identifying gaps. For Etienne Wenger, learning is central to human identity. In this case, the primary focus is economics teachers’ learning as social participation – that is, an individual as an active participant in the practices of social communities [ePortfolio], and in the construction of his or her identity through these communities. People continuously create their shared identity through engaging in and contributing to the practices of their communities. The motivation to become a more central participant in a community of practice can provide a powerful incentive for learning.

LITERATURE REVIEW

The eportfolio is a multi-modal evidence-based strategy currently introduced in most teacher education programs at higher education institutions (HEIs) locally and globally. In these HEI colleges of education, eportfolios are used as an alternative assessment tool for student teacher empowerment, and promotion. An eportfolio is a teaching portfolio defined as a structured online collection of evidence of a student teacher's artefacts, work-integrated learning (teaching lessons), assessment tasks, podcasts, blogs, wikis, assignments and selfassessment activities over time and framed by critical thinking, constructive feedback and reflective writing for assessment purposes. Scholars are of the view that the eportfolio compiled by student teachers indicating that a student demonstrates knowledge, skills and attitude in compiling specific artefacts in it (Shulman, 1998, Murphy, 1994)... Moreover Boulton and Hramiak (2012) argue that an eportfolio is the collection and compilation of evidence in electronic format of work which demonstrates knowledge, skills, attitude and constructive feedback of submitted work of the student teacher. Research shows that eportfolios are used as an empowering and reflection tool in teacher education programmes. Several writers define an eportfolio as a collection and compilation of evidence of work which includes a knowledge, skills, attitude and constructive feedback of submitted work (Boulton & Hramiak 2012; Arter & Spandel, 1992; Forster & Masters, 1996; Baume, 2001). Furthermore, Murphy (1994) indicated that an eportfolio is a compilation of evidence which contains artefacts of curricula in the sense that they contain objects made by human beings which are characteristic of a particular classroom (p.175). Moreover Lyons (2002:14) indicate that an eportfolio file of authentic evidence produce by student teachers. It indicated what, why and how they learned after compiling the evidence in the eportfolios. Furthermore, literature indicated that electronic portfolios are found in all phases of education in particular professional development for learning, assessment, promotion and appraisal. The purpose of using an ePortfolio is to showcase a student teacher’s personal growth and demonstrate specific knowledge and skills obtained during learning program. This means that student teachers use the ePortfolio to reflect, engage, collaborate and enhance active authentic learning. Student teachers develop an ePortfolio for the purpose for self-directed learning (formative assessment), assessment (summative assessment) and employability (career). A recent literature review by Bolton (2014) identifies learning; professional development; assessment; job applications, and promotions as key indicators for using ePortfolios. For example, Fisher et al. (2011) investigate the use of digital portfolios at the School for Techer Education, University of Hong Kong. Findings of study highlighted that digital portfolios were integrated as part of personal growth to achieve objectives such as developing of personal growth plans, improving and acknowledgment of measurable standards and creating self-efficacy of student teachers. Research shows that e-Portfolio pedagogy as an alternative method of assessment (showcasing skills and achievements, reflecting and using appropriate communication modalities) encourages constructivist and connectivist approaches to teaching, learning, and creating meaningful assessment practices. Therefore, e-Portfolios are critical instruments for managing each student’s academic progress, and they can also play an important role in managing the performance and progress of an entire education system. Moreover, e-Portfolios provide significant advantages over paper-based alternatives. One of the reasons is their accessibility. End users (learners, educators, parents and school principals) can access e-Portfolios from computers, cell phones or other devices. e-Portfolios can be accessed by student teachers to issue assignments, and by students to access assignments. Furthermore, Buzzetto-More (2006) defines e-Portfolios as an effective way of alternative assessment that encourages students and educators to examine skills that may not be otherwise accessed using traditional means such as higher order thinking, communications, and collaborative abilities. In the context of this project, an eportfolio is used for enhancing self-directed learning, professional identity, self-reflection, collaboration and as an alternative assessment tool as produce as evidence in supporting of: • Daily representations of teaching practice;

• •

Feedback by mentor and engagement with key stakeholders such as learners, parents and school community; and Reflective commentary on daily teaching practice (Trevitt, Macduff, & Steed, 2013).

Scholars argue that the developing an evidence-based approach to ePortfolios is at the heart of documenting life learning experiences (Quinlan, 2002; Wang, 2009). Additionally, Buzzetto-More (2010) posits that eportfolios serve the purpose of supporting students and faculty in evaluating progress made in relation to personal growth and academic achievements. Moreover, Lyons et al (2002) indicated the purpose of using eportfolios as alternative assessment tool is to develop student teachers’ pedagogical content knowledge and reflective practice. Emanating from the latter, an eportfolio can be used for assessment for learning (summative), assessment of learning (formative) and assessment as learning (peer and self-assessment). In conclusion, an eportfolio is an online learning file created through an online learning management system for the student teacher to showcase a collection of authentic evidence. ePortfolios present and demonstrate evidence of learning experiences, performance, achievements in achieving learning outcomes overtime. Currently, teacher education programs at institution of higher learning required from prospective student teachers to compile either a paper-based or eportfolio of evidence as part of teaching practice qualification. Student teachers overtime compile specific evidence in their eportfolios over their teaching practice period. Several pieces are uploaded by the student teacher in his/her eportfolio for feedback or final assessment. It is important for student teachers to produce authentic evidence for the eportfolio. These authentic evidence or pieces are originally designed, developed or created by the student teacher. Examples of evidence are uploaded in the eportfolio such as a comprehensive CV, qualification (certificates, diplomas, degrees ect), awards, specific lesson plans, lesson videos, podcasts, graphics, lesson PowerPoint’s presentations, individual or group assignments, research projects, teaching practice DVDs, photos as part of the lesson, reflective journal, selfdesigned educational media, and social media (blog, wiki, twitter, Facebook ect). Quinlan (2002) conducted a study on evaluating portfolios for promotion in teacher education programmes. Findings revealed that portfolios as a promotional tool provided insightful information regarding student teachers' teaching philosophy, professional development, teaching methods, and career pathing. Literature shows that there are several advantages for using eportfolios in teacher education programs. These advantages are enhancing lifelong learning, reflective teaching skills, increase pedagogical and technical content knowledge, values, believes, and positive attitudes amongst others. Throughout the process of collecting, compiling and reflecting on authentic evidence, student teachers are taking ownership of their learning process because they want to produce the best eportfolio. It is an ultimate goal of any student teacher to establish personal goals and achievements during the period compiling evidence for their eportfolio. In compiling and sharing evidence in the eportfolio students developing their collaborative skills. The purpose is to select of work for a specific purpose as described in teacher education module or course for compiling the eportfolio for assessment purposes. Student teachers can share and critique information in the eportfolio collectively by giving constructive feedback on the quality and authenticity of evidence produced. Another educational value of an eportfolio is that student teachers can share information, collaborate to complete group tasks, reflect critically about their writing and critique each other’s work in a collegial manner. There are reasons why teacher education programs using more and more eportfolios as a driver for professional growth and empowerment. The several reasons for using eportfolios in teacher education programs, namely it enhances student teacher professional identity. When planning and presenting lessons on a topic, student teachers are expecting to collecting, compiling and reflecting on their own praxis by creating powerful learning

environments to accommodate learners in their classes. In doing so, student teachers set specific objectives to be achieved overtime when developing an eportfolio. FitzPatrick, and Spiller (2010) posit that the reason for using an eportfolio in teacher education programs is to enhance professional identity. The evidence provided in the eportfolio shows the identity of the student teacher, demonstrating the student teacher’s knowledge and skills of evidence of authentic artefacts compile over a period of learning. Most student teachers during teacher education programmes show their learning process and experiences through their eportfolios. Moreover, Garrett (2011:189) and Arslam ( 2014) argue that eportfolios can be used to as a means to enhancing a student’s professional identity and personality. Secndly, eportfolios as alternative assessment strategy promotes self-directive and regulative learning. Literature indicates the eportfolios can be used as a means to reveal the student teacher’s personal values, intended goals and formulating a vision to be achieved overtime. Garrett (2011:190) views the developing of the eportfolio overtime as a transformative learning process. The author is of the view that compiling the evidence shows that transformative learning continuously is taking place which is helping student teachers to share evidence with other students, expressing their ideas for self-enrichment and selfefficacy. Thirdly, it supports and develops reflective practices of student teachers. Research studies revealed that eportfolio supporting student teachers to create learning opportunities to make a connection between theory and practice. When compiling evidence in the eportfolio student teachers make inform decisions about they want to include as quality evidence into their eportfolios by reflecting on it. Furthermore, student teachers have opportunities to reflect in planning, and compiling the eportfolio for the purpose of enabling student teachers to rethink and critically reflecting on their practice in becoming a professional (Zeichner & Wray, 2001; Dutt-Donter & Gilman, 1998). Fourthly, it creates excellent opportunities for authentic learning through assessment and feedback. In it evident that there are specific reasons why teacher education programmes enforced student teachers to plan and compiling an eportfolio because of three important issues. Boulton (2014) conducted a study on the use of eportfolios beyond pre-service teacher education. Findings revealed that eportfolios were being used for alternative assessment, enhancing authentic, self-directed learning (lifelong learning and life wide learning) and promote student self-reflection. Furthermore, scholars of eportfolios concur with the latter view that peer discussion of eportfolios creates excellent opportunities for authentic learning as a critical endeavour for assessment (Fisher, Cheung, Pickard, Chen, Cheung, & Wong, 2011; FitzPatrick & Spiller, 2010).Finally, it builds good relationships through collaboration and social interaction amongst student teachers. Scholars are of the view it is critical for student teachers to reflect on their practices (Quinlan, 2002; Wray, 2007). The latter argue that to build good classroom relationships amongst fellow student teachers one could be used as a starting point but also promoting an on-going dialogical opportunities, and furthering collaboration among fellow student teachers. Moreover, this ultimately creates social interaction and collaboration amongst student teachers (Arslam, 2014; Groom & MaunonenEskelinen, 2006; Xu, 2003). The module Economics subject methodology SDEC00N is part of the Alternative assessment project of the University of South Africa. The alternative assessment types identified for the project were: take-home assessments (including timed assessments and MCQs), portfolios (online and e-portfolios), webinars, peer review assessment and continuous assessment. With reference to this module, only students registered for the PGCE/Bed (Senior and FET phase) was identified for this study because this module enrolment was less than 300 students per year. The primary lecturer for SDEC00N decided to use e-portfolios as alternative non-venue based assessment. This module shows every year a consistent pass rate above 90% for the past five years but lesser students enrol for the subject. The problem was not the pass rate but how the primary lecturer can empower and support economic subject methodology students to become competent teachers to teach the subject effectively after they completed the course successfully. Therefore the aim

of the SDEC00N module is to enable students to become competent teachers, well grounded in the knowledge, skills, values, principles, methods and procedures relevant to teaching Economics in Further Education and Training phase. The outcome of this module are to equip students to develop the knowledge, skills, values, principles, methods and procedures to understand and explain orally and in writing the relevant theory of teaching in an problem-based education environment by using the Curriculum and Assessment Policy Statement (CAPS) to become competent Economics for grades 10–12 (Department of Basic Education 2011:5): to guide students through practical examples to enable them to demonstrate their knowledge, skills and values by applying the theory in the teaching situation in the classroom.

Emanating from this scenario, the following main research question is formulated for the purpose of conducting this study: how can a e-Portfolio as an alternative assessment strategy being used to enhance students’ self-directed learning in a teacher education course to become competent teachers, well grounded in the knowledge, skills, values, principles, methods and procedures relevant to teaching Economics in Further Education and Training phase.? To answer the main research question, the below sub-research questions are: • what students learn when compiling an ePortfolio of evidence in enhancing selfdirected learning?, • how a ePortfolio being used in assessing students’ self-directed learning grounded in the knowledge, skills, values, principles, methods and procedures relevant to teaching Economics in Further Education and Training phase.? and • what role ePortfolios play in enhancing students’ the knowledge, skills, values, principles, methods and procedures relevant to teaching Economics in Further Education and Training phase.? Therefore, the purpose of this study is to determine how ePortfolios as an alternative assessment strategy could be used as a driver for enhancing self-directed learning of student teacher development becoming competent teachers. To achieve this purpose, the specific objectives are stated: • to investigate what students learning when compiling an ePortfolio of evidence in the process enhancing self-directed learning, • to determine how a ePortfolio being use to assessing students’ self-directed learning grounded in the knowledge, skills, values, principles, methods and procedures relevant to teaching Economics in Further Education and Training phase and and • to determine what role a ePortfolio play in enhancing students’ knowledge, skills, values, principles, methods and procedures relevant to teaching Economics in Further Education and Training phase successfully.

Research Design and Methodology

This ODL project is mixed method design which is employing a pragmatic approach. The specific type of mixed methods design is explanatory mixed method design. Purposive sampling for this study is students registered for the PGCE/Bed (Senior and FET phase) subject methodology economics (SDEC00N) student teachers (N=357) per module on myUnisa. Students will be requested to complete the two closed structured questionnaires: (1) Attitude toward Economics education (ATEE) and (2) ePortfolio Educational Value Questionnaire (EEVQ) voluntarily. Two questionnaires were designed and used in previously empirical studies whereby the validity and reliability was computed. Weekly reflective journals, blog postings, and Discussion forums postings will be downloaded and analyses from myUnisa. After collecting the information from the online questionnaires descriptive and inferential statistics will be computed using SPSS. myUnisa will be used to post a topic for reflection and discussion. Discussion on topics on the reflective journal, blog and Discussion forum from myUnisa will be downloaded, posted on a Word document under identified themes, subthemes, and categories. Pseudonyms will be used to protect students’ anonymity and privacy which is of vital importance. The researcher will then prepare and organise the data that has been collected. This process is grounded on the constant comparison analysis by Glaser and Strauss (1967). This involves comparing and contrasting all intellectual tasks for analysis. The information from reflective journals, blog postings and discussion forums will be transcribed, placed under themes, subthemes and categories to triangulate with quantitative data. Two closed structured questionnaires were designed and used in previously empirical studies whereby the content validity and reliability was computed. The two online questionnaires will be uploaded as an electronic version on myUnisa for the data collection process. It is a requirement for the module that each student must write his/her own reflective journal and respond to blog questions formulated by the lecturer in his/her ePortfolio throughout the year. The two online questionnaires will be uploaded as an electronic version on myUnisa for the data collection process. Students will be requested to complete the two closed structured questionnaires: (1) Attitude toward Economics education (ATEE) and (2) ePortfolio Educational Value Questionnaire (EEVQ) voluntarily. These two instruments will be available for students on myUnisa after the completion of the yearly module by the 30th September 2016. The closing date for the submission of ePortfolios on myUnsa is the 3rd October 2016. The reflective journals will be placed uploaded into the ePortfolio and every second month students will be answering one question posted on blog. The reflective journals entries and blog postings will be downloaded and analysed from myUnisa after the submission of all ePortfolios. Firstly, quantitative data analysis will be done: After collecting the information from the online questionnaires descriptive and inferential statistics will be computed using SPSS Version 18.0. New reliability test will be computed for both the two surveys. Descriptive numerical statistics analyses such as frequency distributions, graphs (histograms/ bar charts) two–way frequency tables, cross tabulations with mean score and standard deviations) will be computed and presented. On the other hand, inferential statistics will be computed such as effect of sample size, t-test scores (gender, age, qualification registration ect PCGEC/Bed), p-values (male and female) and statistical significance (ANOVA), factor analysis. All these types of descriptive and inferential statistics will be analysed and drawn conclusion to determine whether

ePortfolios as an alternative assessment strategy enhancing students’ self-directed learning. Secondly, qualitative data analysis will be followed after process of quantitative data analysis: SDEC00N Blog: Every second month students will be requested to answering one question posted on the blog. All the blog postings will be downloaded from myUnisa after the 3rd October 2016. Every second month a new topic will be posted for reflection, comments, remarks and discussion. Reflective journal: Students must reflect on issues related to the subject during their teaching practice placements and capture in their reflective journal. Thirdly, the journal entries and blog postings will be downloaded, posted and analyzed. Pseudonyms will be used to protect students’ anonymity and privacy. The researcher will then prepare and organise the data that has been collected. This process is grounded in the constant comparison analysis by Glaser and Strauss (1967). This involves comparing and contrasting all intellectual tasks for analysis. The information from reflective journals and blog postings will be transcribed, placed under themes, subthemes and categories to triangulate with the quantitative data. Finally, the rationale for employing an explanatory mixed method approach is to conclude from the descriptive and inferential statistics as well that of the qualitative data analysis process to triangulate findings of both processes and to draw conclusions to determine whether ePortfolios as an alternative assessment strategy therefore enhancing students’ self-directed learning in a teacher education course to become competent student teachers. The aim of this research study is to improve the theoretical and the practical aspects of the Economics subject methodology module to provide quality teaching and learning. Secondly, the findings will be made available to those registered students for module SDEC00N on the Discussion forums, Announcements and the Resources on myUnisa. The findings will inform how to change specific information regarding the tutorial letters and study guide to enhance the subject teaching. Furthermore, this study anticipates publishing two articles in accredited journals and reading papers at educational conferences in the next two years.

COLLABORATORS: RESEARCH ASSOCIATES Team Researchers

Role and Responsibilities

Expertise

Prof Micheal Moos van Wyk

Principal Investigator

Department of Curriculum and Instructional Studies

Planning and implementing facilitation of ePortfolio ODL project,

NRF rated researcher in niche research area: Economics education.

School for Teacher Education College of Education E-mail: [email protected]

Design instruments Attitude toward Economics education (ATEE) and (2) ePortfolio Educational Value

Facilitator of ePortfolio ODL project, Lesson plan design Curriculum Studies,

Questionnaire (EEVQ)

Cooperative learning

Co-researcher

Research assistance

Student Mr WE Flanagan

Degree Doctoral degree

Mrs PK Nkalane

Doctoral degree

Ms T Matsoso

Master degree

Mrs C Weston

Master degree

Responsibilities Complete and capturing of data for Economics Complete and capturing of data for Business studies Complete and capturing of data for Accounting literature review and data capturing for Economics

Dr MM Maja Department of Curriculum and Instructional Studies School for Teacher Education College of Education E-mail: Dr E Baloyi Department of Adult and Youth Development School of Teacher Education College of Education E-mail:

HR capacity building

PROJECT OBJECTIVES, TIME FRAMES, BUDGETED ITEMS AND OUTCOMES

TITLEOF PROJECT

e-Portfolios as an alternative assessment strategy in student teacher development PRIMARY PROJECT OBJECTIVE To determine how e-Portfolios as an alternative assessment strategy being used as a driver in student teacher development in a teacher education course

Specific objective 1: To the theories underpin the nature and scope of ePortfolios as an alternative

assessment strategy generally

Activities and actions plans Conducting a literature review on the nature and scope of business education

Time frames Jan 5-30, 2017

Writing the literature review for this investigation on business education

MarchApril 2017

Responsibilitie s Principal investigator and coInvestigators, M&D students Principal investigator and coInvestigators, Postdoctoral student, M&D students

Budgeted

Outcomes

R1000.00

Specific literature review on business education and financial literacy

R1500.00

Specific literature review on business education and financial literacy

Specific objective 2 To explore what student teachers are learning through ePortfolios as drivers for student teacher development Conducting a literature Jan 5-30, Principal R000.00 Specific literature review on the nature and 2017 researcher review on business scope of business and Team education and education financial literacy Planning and designing December Training of with workshop facilitators 2017 to Principal R30000.00 Teachers manuals and teachers manual and Jan 2018 researcher for the workshop lesson activities for project and Team Presenting concurrent the MarchCollecting data of Training of Teachers April 2018 R100000.0 the pretest scores of workshops in FET schools Principal 0 teachers during school holidays researcher and Team of Writing and cutting facilitators at of DVD of difference presentation for districts further data analysis

Investigating the effectiveness of Training of Teachers project in FET schools

May to July 2018

Principal Investigator and CoInvestigators

R13000.00

Class observation sheets for reflection Writing up research report

Specific objective 3: To define and conceptualise the scholarly nature and scope of ePortfolios as an alternative assessment strategy generally

Conducting a literature review on the nature and scope of business education

March to May 2018

Literature review R1200.00 Collecting data of the scores of

Presenting concurrent the Training of Teachers workshops in schools during school holidays

Investigating the effectiveness of Training of Teachers project in Free State FET schools

July and September 2018

October to December 2018

Research assistant, Principal researcher and Facilitation Team

Principal Investigator, CoInvestigators and M&D students

student teachers views regarding the project

R10000.00

R18000.00

Writing and cutting of DVD of presentation for further data analysis Class observation sheets for reflection Writing up research report Reading papers at educational conferences Writing and submitting research papers to an accredited journal

Specific objective 4: To explore how they are learning and the role it plays in assessing the effectiveness of the specific module becoming teachers. Conducting a literature March to Literature review on review on the nature and May 2019 R2000.00 teaching methods scope of teaching methods for teaching Designing of CAPS economics education Research Lesson plans amd assistant, teaching manual for Principal teachers Designing training researcher June 2019 manual of teaching and R17000.00 Collecting data of methods Facilitation the posttest scores Team of teachers views Presenting concurrent regarding the the Training of Teachers July and project workshops in Free State September 2019 FET schools during R13000.00 Writing and cutting school holidays of DVD of presentation for further data analysis

Investigating the effectiveness of Training of Teachers project in FET schools

October to December 2019

Principal Investigator, CoInvestigators and M&D students

R19000.00

Specific objective 5

Class observation sheets for reflection Writing up second research report and submit two research papers to journal

To investigate the effect of the ePortfolios as drivers for student teacher development Planning, conducting Jan to Principal Writing up final and investigating the December Investigator, R10700.00 research report effectiveness of Training 2019 Coof Teachers project in Investigators Reading research Free State FET learners’ and M&D papers at education academic performances students conferences Writing and submitting two research papers to accredited journal TOTAL BUDGET FOR PROJECT 2017-2019

PROJECT TEAM Principal Investigator Prof Micheal Moos van Wyk Department of Curriculum and Instructional Studies School for Teacher Education College of Education E-mail: [email protected]

Co-Investigators Dr M M Maja Department of Curriculum and Instructional Studies School for Teacher Education College of Education E-mail Dr E Baloyi Department of Adult and Youth Development School of Teacher Education College of Education

Dr M Pienaar Department of Curriculum and Instructional Studies School for Teacher Education College of Education Mrs PK Nkalane Department of Curriculum and Instructional Studies School for Teacher Education College of Education

R130 000

Reference list Arslam, R.S. 2014. Integrating feedback into prospective English Language Teachers’ writing process via blogs and portfolios.The Turkish Online Journal of Educational Technology, 13(1), 131-150. Bates T 2010. New challenges for universities: Why they must change? In u-D. ehlers, 7 D Schneckernberg (Eds.) Changing cultures in higher education. Moving ahead to future learning (pp.15-25). Heidelberg: Springer Boulton H. 2014. ePortfolios beyond pre-service teacher education: a new dawn? European Journal

of

Teacher

Education,

37(3)

374–389,

Accessed

12

January

2016

htt ://dx.doi.org/10.1080/02619768.2013.870994 Boulton, H., and A. Hramiak, 2012.“E-Flection: The Development of Reflective Communities of Learning for Trainee Teachers through the Use of Shared Online Web Logs.” Reflective Practice: International and Multidisciplinary Perspectives [online] 1–13. Accessed March 28, 2015. http://dx.doi.org/10.1080/14623943.2012.670619. Chappuis S, Stiggins R, Arter JA, & Chappuis J, 2005. Assessment FOR Learning: An Action Guide for School Leaders (Portland, Ore.: ETS Assessment Training Institute, 2005), p. 99. Department of Basic Education. 2011. National Curriculum and Assessment Policy Statements for all the approved subjects for Grade R-12 (CAPS). Engin, M. 2013. Questioning to scaffold: an exploration of questions in pre-service teacher training feedback sessions. European Journal of Teacher Education, 36(1), 39-54. FitzPatrick, M.A., & Spiller, D. 2010. The teaching portfolio: Institutional imperative or teacher's personal journey? Higher Education Research and Development, 29(2), 167–178. Fisher, D., Cheung, H., Pickard, V., Chen, J., Cheung, T., & Wong, A. 2011. Integrating ePortfolios into teaching and learning: 10 CityUcase studies. Hong Kong S. A. R.: City University

of

Hong

Kong

Accessed

14

January

2015.

http://www.cityu.edu.hk/edge/eportfolio). Garrett, N. 2011. An e-portfolio design supporting ownership, social learning, and ease of use. Educational Technology & Society, 14(1), 187–202. Groom, B., & Maunonen-Eskelinen, I. 2006. The use of portfolios to develop reflective practice in teacher training: A comparative and collaborative approach between two teacher training providers in the UK and Finland. Teaching in Higher Education, 11(3), 291–300. Jones,

E.

2010.Personal

theory

and

reflection

in

a

professional

portfolio.Assessment & Evaluation in Higher Education, 35(6), 699-710.

practice

Quinlan, K. M. 2002. Inside the peer review process: How academics review a colleague's teaching portfolio. Teaching and Teacher Education, 18(8), 1035–1049. Minott, M.A. 2008. Vally’s Typology of Reflection And The Analysis of Pre-Service Teachers’ Reflective Journals.Australian Journal of Teacher Education, 33(5), 55-64. Robichaux, R.R. &Guarino, A.J. 2012. The Impact of Implementing a Portfolio Assessment System on Pre-Service Teachers’ Daily Teaching Reflections on Improvement, Performance and Professionalism. Creative Education, 3(3), 290-292. Rolheiser, C. & Schwartz, S. 2001. Pre-Service Portfolios: A base for Professional Growth. Canadian Journal of Education, 26(3), 283-300. Schonwetter, D.T., Sokal, L., Friesen, M. & Taylor, K.L. 2002. Teaching philosophies reconsidered: A conceptual model for the development of teaching philosophy statements. The International Journal for Academic Development, 7(1), 83-97. Shepherd, C.E. &Hannafin, M.J. 2013.Reframing Portfolio Evidence.Empowering Teachers through Single-Case Frameworks.Journal of Thought, Spring. Rick Stiggins and Dan Duke, 2008. Effective Instructional Leadership Requires Assessment Leadership, Phi Delta Kappan, Vol. 90, No. 04, pp. 285-291. Jones, E. 2010. Pre-service Teacher Portfolio Development. Lincoln – United States of America. Writers Club Press. Trevitt, C., Macduff, A., & Steed, A. 2013. [e] portfolios for learning as evidence of achievement: Scoping the academic practice development agenda ahead. The Internet and Higher Education, 20, 69–78 Warschauer M & Matuchiak T 2010. New technology and digital worlds: Analyzing evidence of equity in access, use, and outcomes. Review of research in education. 34,pp:179- 224. Doi:10.31202/0091732x09349791 Wray, S. 2007a.Teaching portfolios, community, and pre-service teachers’ professional development. Teaching and Teacher Education, 23, 1139-1152. Wray, S. 2007b.Supporting teacher candidates during the electronic portfolio development process. E-Learning and Digital Media, 4(4), 454–463.

Arslam, R.S. 2014. Integrating feedback into prospective English Language Teachers’ writing process via blogs and portfolios.The Turkish Online Journal of Educational Technology, 13(1), 131-150. Barrett, H., & Carney, J. 2005. Conflicting paradigms and competing purposes in electronic portfolio development. TaskStream web site. Boulton H. 2014. ePortfolios beyond pre-service teacher education: a new dawn? European Journal

of

Teacher

Education,

37(3)

374–389,

Accessed

12

January

2016

htt ://dx.doi.org/10.1080/02619768.2013.870994 Boulton, H., and A. Hramiak, 2012.“E-Flection: The Development of Reflective Communities of Learning for Trainee Teachers through the Use of Shared Online Web Logs.” Reflective Practice: International and Multidisciplinary Perspectives [online] 1–13. Accessed March 28, 2015. http://dx.doi.org/10.1080/14623943.2012.670619. Chappuis S, Stiggins R, Arter JA, & Chappuis J, 2005. Assessment FOR Learning: An Action Guide for School Leaders (Portland, Ore.: ETS Assessment Training Institute, 2005), p. 99. Clarke, P.A. &Kinuthia, W. 2009. A Collaborative Teaching Approach: Views of a Cohort of Preservice Teachers in Mathematics and Technology Courses. International Journal of Teaching and Learning in Higher Education, 21(1), 1-12. Constitution of the Republic of South Africa, 1996 (Act No. 108 of 1996), as amended. D’Aoust, C. 1992. “Portfolios: Process for Students and Teachers.” In Portfolios in the Writing Classroom, edited by K. Blake Yancey. Urbana, IL: National Council of Teachers of English. Department of Basic Education.1996.National Education Policy Act, 1996 (Act 27 of 1996) as amended. Department of Basic Education. 1996. The South African schools Act, 1996 (Act No. 84 of 1996), as amended. Department of Basic Education. 2011. The National Curriculum Statement Grades R – 12 as published in Government Gazette No. 34600 of 12 September 2011 comprising the following policies Department of Basic Education. National Curriculum and Assessment Policy Statements for all the approved subjects for Grade R-12 (CAPS). Department of Basic Education National Protocol for Assessment Grades R – 12 (NPA). Department of Basic Education National Policy Pertaining to the Programme and Promotion Requirements of the National Curriculum Statement Gr. R-12 (N4PR). Engin, M. 2013. Questioning to scaffold: an exploration of questions in pre-service teacher training feedback sessions. European Journal of Teacher Education, 36(1), 39-54.

FitzPatrick, M.A., & Spiller, D. 2010. The teaching portfolio: Institutional imperative or teacher's personal journey? Higher Education Research and Development, 29(2), 167–178. Fisher, D., Cheung, H., Pickard, V., Chen, J., Cheung, T., & Wong, A. 2011. Integrating ePortfolios into teaching and learning: 10 CityUcase studies. Hong Kong S. A. R.: City University

of

Hong

Kong

Accessed

14

January

2015.

http://www.cityu.edu.hk/edge/eportfolio). Garrett, N. 2011. An e-portfolio design supporting ownership, social learning, and ease of use. Educational Technology & Society, 14(1), 187–202. Groom, B., & Maunonen-Eskelinen, I. 2006. The use of portfolios to develop reflective practice in teacher training: A comparative and collaborative approach between two teacher training providers in the UK and Finland. Teaching in Higher Education, 11(3), 291–300. Jones,

E.

2010.Personal

theory

and

reflection

in

a

professional

practice

portfolio.Assessment & Evaluation in Higher Education, 35(6), 699-710. Quinlan, K. M. 2002. Inside the peer review process: How academics review a colleague's teaching portfolio. Teaching and Teacher Education, 18(8), 1035–1049. Minott, M.A. 2008. Vally’s Typology of Reflection And The Analysis of Pre-Service Teachers’ Reflective Journals.Australian Journal of Teacher Education, 33(5), 55-64. Ndamba, G.T. 2007. Reflective skills: Students’ use of their evaluation of teaching. An action research based teaching practice supervision portfolio submitted to the University of Zimbabwe. Zimbabwe Bulletin of Teacher Education, 14(1), 58-78. Onks, S.C. 2009. Collaborative Reflective Practice of Two Early Childhood Educators: The Impact on Their Ongoing Inquiry and Professional Development. Doctoral Dissertation, University of Tennessee. Paul, M.J. 2004.Delta Program in Research, Teaching and Learning. Teaching and Learning Portfolios:

Thoughtfully

presenting

yourself

for

a

successful

faculty

career.

A

guidebook.http://www.delta.wisc.edu. Accessed 25 December, 2015. Robichaux, R.R. &Guarino, A.J. 2012. The Impact of Implementing a Portfolio Assessment System on Pre-Service Teachers’ Daily Teaching Reflections on Improvement, Performance and Professionalism. Creative Education, 3(3), 290-292.

Ruys, I., Van Keer, H. & Alterman, A. 2012.Examining pre-service teacher competence in lesson planning pertaining to collaborative learning.Journal of Curriculum Studies, 44(3), 349-379. Rolheiser, C. & Schwartz, S. 2001. Pre-Service Portfolios: A base for Professional Growth. Canadian Journal of Education, 26(3), 283-300. Schonwetter, D.T., Sokal, L., Friesen, M. & Taylor, K.L. 2002. Teaching philosophies reconsidered: A conceptual model for the development of teaching philosophy statements. The International Journal for Academic Development, 7(1), 83-97. Shepherd, C.E. &Hannafin, M.J. 2013.Reframing Portfolio Evidence.Empowering Teachers through Single-Case Frameworks.Journal of Thought, Spring. Rick Stiggins and Dan Duke, 2008. Effective Instructional Leadership Requires Assessment Leadership, Phi Delta Kappan, Vol. 90, No. 04, pp. 285-291. Takona, J.P. 2003. Pre-service Teacher Portfolio Development. Lincoln – United States of America. Writers Club Press. Trevitt, C., Macduff, A., & Steed, A. 2013. [e] portfolios for learning as evidence of achievement: Scoping the academic practice development agenda ahead. The Internet and Higher Education, 20, 69–78 Wolf, K. & Dietz M. 1998.Teaching Portfolios: Purposes and Possibilities. Teacher Education Quarterly,Winter, 9-22. Wray, S. 2007a.Teaching portfolios, community, and pre-service teachers’ professional development. Teaching and Teacher Education, 23, 1139-1152. Wray, S. 2007b.Supporting teacher candidates during the electronic portfolio development process. E-Learning and Digital Media, 4(4), 454–463. Xu, J. 2003. Promoting school-centered professional development through teaching portfolios. Journal of Teacher Education, 54(4), 347–361.

1

Building and documenting my ePortfolio helped me

Strongly agree

Agree

Disagree

Perceptions toward building ePortfolios for teacher empowerment

Strongly disagree

ePortfolio Educational Value Questionnaire (EEVQ)

2

3

4 5 6 7

8

9

10 11 12

13

14 15

succeed as a student and enhance my personal learning process Building my ePortfolio helped me think more deeply about the content of the course and recall my past learning experiences Building my ePortfolio helped me to make connections between ideas and prepare my resume for future job seeking Building and organize my learning and university life materials ePortfolios assisting me in deepening and documenting my learning in the module ePortfolios enable faculty to see first-hand not only what students are learning, but how they are learning ePortfolios are used to support and document my personal, professional, and intellectual development during the course ePortfolios as an empowering tool that supports my /student’s affective and cognitive development as learning portfolios. ePortfolios helping students reflect on and connect their learning across academic and co-curricular learning experiences. ePortfolios advancing higher order thinking and integrative learning Most obviously, ePortfolios can make the learning process more visible to students themselves. ePortfolios curating a body of students’ own learning artifacts, collected over time and in different settings, provides students with opportunities to examine and reflect on their learning. ePortfolios are used and showcase what students have learned and what they can do to others, such as potential employers or professors at another college. Using ePortfolio has allowed me to be more aware of my growth and development as a learner. The connective nature of ePortfolio helps students to construct purposeful identities as learners.