E-Portfolios in Teacher Education developing reflective

E-Portfolios in Teacher

Education – developing

reflective thinking

Ivana Cimermanová

We cannot teach people anything; we can only help them discover it within themselves.

Galileo Galilei

Essential teaching skills

TEACHER

reflection and evaluation

Lesson

planning

Lesson

presentation

Lesson

management

Classroom

climate

discipline

Assessing

pupils’ progress

Kyriacu (1996)

Self-improvement

Self-reflection

Self-evaluation

Self-confidence

Self-control

Self-regulation

Self-creation

Hupková a Petlák (2004)

Reflection of own work and evaluation

feedback

(self)reflection

Followed by analysis, evaluation of the process, aim, defining conclusions for further teaching

Functions of self-reflection

Cognitive (evaluation of own performance,

finding strength and weaknesses)

Feedback (ulearning about the students’,

teachers’ reactions)

development (sets new aims, wazs, methods

and techniques)

preventive (space for considering future

reactions in particular sitiuations)

relax (reminding the positive and successful

situations)

Kalhous, Obst (2002, 108-109s.)

Self assessment

Petty (2009, 517p.) – recalls the experiential learning cycle (see Kolb) and defines four phases (phases/stages should be followed un sequence)

Concrete experience

Reflect on experience

abstract conceptualisation

plan active experimentation

Types of portfolio - aim

Granberg, 2010

Porfolio – archive

- accessaibility

- collection of artefacts

Porfolio – evaluation

- product-focused

- structure, control

- Summative evaluation

Porfolio – learning

- Process focused

- integration

- Formative evaluation

Portfolio (not only) in language education

1997 2006 2007 201?

Portfolio in teaching practice

Flexible document, resp. data collection that contain information about the work of his/her owner.

a systematic and organized collection of evidence used by the teacher and student to monitor growth of the student's knowledge, skills, and attitudes in a specific subject area

(Blake et al., 1995)

Aim of the portfolio

Supports the owner’s reflective statement, process also involves self-assessment

Enables to present the qualities of the teacher and at the same time it documents his/her professional development

In case of objective analysis and reflection it helps to identify and formulate the areas for improvement

Collect-Select-Evaluate

P. includes the evidence from various

sources - syllabus, student work samples, self-reflection, research reports

In the process of selction and organisation of material – analysis of own learning, learning itself leads

to further progress

Parts of portfolio

Generally divided into three basic parts (ELP, EPOSTL, učiteľské portfólio)

Philosophy and motivation

Self-evaluation in the form of „I can“ descriptors

Collection of artifacts (different pupils’ tasks, types/samples of pupils’ work)

EPOSTL – self-evaluation

18.2.2014

22.4.2014

student

pre-service teacher

Meth teacher

feedback

triangulation

ePortfolio

Some possibilities

iWebfólio

Eportfolio web sites Blog Digital

Portfolio

Advantages of Portfolios

Captures the complexity of teaching

Places responsibility for evaluation in the hands of faculty (in our case student)

Encourages improvement and reflection

Fosters a culture of teaching

Edgerton, Hutchings a Quinlan (1991, s. 4-6,

In: Kaplan, M.)

E-portfolio

Shared practice

feedback, honest dialogue

Trial and error willingness to try and

fail

Need of support by a community that encourages such risks.

(Palmer, 2007; 1st ed.)

„enriched“ reflection

Concrete

experience

Reflective

observation

Abstract

conceptualisation

Active

experimentation

Input from professional

research, theorizing

Other people’s

experiments

Vicarious

experience

Other

people’s

observation

Penny Ur, 1996

Problem areas

Technical skills

internet problems

In case of SW packahed online – closing systems (e.g. Cambridge)

Fázy tvorby UP

Phase 1

data

collection

Trunda (2012) Profesijní portfólio učitele. Soubor

metod k hodnocení a sebehodnocení

Fázy tvorby UP

Phase 1 Phase 2

data

collection

self-

evaluation

Trunda (2012) Profesijní portfólio učitele. Soubor

metod k hodnocení a sebehodnocení

Fázy tvorby UP

Phase 1 Phase 2 Phase 3

data

collection

self

evaluation

presentation

(meth

teacher)

Trunda (2012) Profesijní portfólio učitele. Soubor

metod k hodnocení a sebehodnocení

Fázy tvorby UP

Phase 1 Phase 2 Phase 3 Phase 4

professional

development

plan

Trunda (2012) Profesijní portfólio učitele. Soubor

metod k hodnocení a sebehodnocení

data

collection

self

evaluation

presentation

(meth

teacher)

Moodle – students’ feedback

Moodle – teacher’s feedback

E-space in pre-gradual education

Autonomous development of pre-service teachers

E-courses E-forum E-portfolio

Enriched feedback

Pupil/ student

Pre-service teacher

Meth teacher

feedback Training

school

other

Self-reflection – one of the main pillars of self-

enhancement

To increase objectivity of self-reflection – community

Accessibility of the content to community – e-space

ePortfolio

Evaluation tool – if well-understood by pre-service teacher and meth teacher (alt. teacher and management) can provide a realistic picture about his/her work

ePortfólio in teacher trainer preparation

student – teacher must „look in the mirror“ and to see his//her work constructively and self-critically

motivating factor for further development, what is positively reflected in his/her work, results and generally in the atmosphere atmosphere in a class

Other benefits

Social support of community that can provide objective and sincere feedback;

Eliminátion of negative thinking

Increase of self-confidence

Evaluation tool

Presentation tool (aj smerom k rodičom a verejnosti)

Cooperation with „training schools“