Vocational Student Teachers' Self-Reported Experiences in Creating ePortfolios

Autor/inn/en	Korhonen, Anne-Maria; Ruhalahti, Sanna; Lakkala, Minna; Veermans, Marjaana
Titel	Vocational Student Teachers' Self-Reported Experiences in Creating ePortfolios
Quelle	In: International Journal for Research in Vocational Education and Training, 7 (2020) 3, S.278-301 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2197-8646
Schlagwörter	Vocational Education Teachers; Student Teachers; Measurement Techniques; Student Experience; Portfolios (Background Materials); Electronic Publishing; Blended Learning; Scaffolding (Teaching Technique); Teacher Competencies; Student Motivation; Foreign Countries; Student Attitudes; Finland + Suchen Sie Ihr Suchwort? Ausbilder; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Messtechnik; Studienerfahrung; Elektronisches Publizieren; Lehrkunst; Schulische Motivation; Ausland; Schülerverhalten; Finnland
Abstract	Context: The context of this study is vocational teacher education and the participants are vocational student teachers studying part-time in a blended learning setting. They represent several disciplines of vocational education and training. The vocational teacher studies take one year and are 60 credits. The study relates to the discussion of vocational education and training and teachers' competencies which they are transferring to their students by sharing their knowledge of their subject area and working practices. This study is an exploration of one of these working practices making competences visible in a digital format. Approach: Student teachers' descriptions of their practices and recommendations of supportive methods for composing an ePortfolio are reviewed and their motivation to compose an ePortfolio is studied as a part of the Personal Learning Environment (PLE) philosophy. Findings: The data revealed some typical practices, such as creating an ePortfolio (the most popular ways of doing this were recording reflections in a learning diary and using digital tools to document artefacts) and demonstrating vocational teachers' competence in an ePortfolio (understanding the difference between workspace and showcase portfolios and what kinds of competences to document). The recommendations mentioned by participants were supportive methods of composing an ePortfolio (collaborative learning processes with peers, lecturers' feedback and assessment and clear instructions) as well as methods of displaying vocational teachers' competence (e.g. orientation to ePortfolio work using learning objectives and assessment criteria for ePortfolios). Participating student teachers were motivated to work with ePortfolios in various ways and expressed an intrinsic motivation to pursue personal growth and become a vocational teacher. Conclusions: The study revealed vocational student teachers' perceptions of scaffolding and motivational orientations to make their competences visible through ePortfolios. These can be used to design scaffolding methods to support students' ePortfolio activities. ePortfolios are used as a study method to promote student teachers' career development and personal growth and to help them acquire teacher competencies. (As Provided).
Anmerkungen	European Educational Research Association / European Research Network Vocational Education and Training.Am Fallturm 1, Bremen, 28359, Germany. Tel: +49-421-218-66336; Fax: +49-421-218-98-66336; e-mail: ijrvet@uni-bremen.de; Web site: http://www.ijrvet.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01