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A. Csizmadia1, H. Boulton2

1Newman University College (UNITED KINGDOM)
2Nottingham Trent University (UNITED KINGDOM)
Portfolios of authentic evidence for professional competencies have formed part of teacher training for many years. More recently aspirational teacher educators across Europe have successfully embedded ePortfolios in teacher training programmes (Granberg, 2010). However, research into varying aspects of ePortfolios in teacher training has not yet examined either a framework model for successfully engaging the preservice teacher in the process of constructing an ePortfolio as a digital storytelling tool, or the transition of the ePortfolio from preservice teacher to professional teacher. This research investigates the components of an ePortfolio engagement tool that could be used with preservice teachers and examines expectations of newly qualified teachers in this transition and considers the changing role of the ePortfolio for recording continuing professional development (CPD) for teachers at a time when the context of CPD for teachers is changing.

This paper reports longitudinal research projects at both Newman University College, UK and Nottingham Trent University, UK, which were part funded by Training and Development Agency. The aims of the studies were to consider the potential development of an ePortfolio engagement model in order that preservice teachers use the ePortfolio as a tool for critical reflection and digital storytelling and the development of the ePortfolio into a CPD tool for newly qualified teachers (NQTs).

The theoretical framework underpinning this research is that of self-regulated learning (Bandura, 1991). Relationships are also drawn to the theory of situated learning (Lave and Wenger, 1991), which emphasises the idea that what is learned is specific to the situation in which it is learned. The methodological framework is that of action research (Carr and Kemmis, 1986; Reason and Bradbury, 2006); both quantitative and qualitative data were generated. In order to gain a multiperspective account on the tool and its use, a range of experiences were sought from preservice teachers crossing both primary and secondary sector. In addition newly qualified teachers from schools across the East and West Midlands who developed a multimodal, authentic and reflective ePortfolio whilst at University have been interviewed. A focus group of Senior Managers have provided further rich contextual data. The analysis of the data has provided opportunity for critical reflection and evaluation of the components in the proposed ePortfolio engagement model, whether the ePortfolio meets the expectations of NQTs and whether there is a role for the development of this tool for teachers.

Key results will be presented that have significance for future activities for both HEIs considering ePortfolios for trainee teachers and for schools looking for new ways to support staff in developing a lifelong learning resource evidencing professional identity for teachers.

Bandura, A, 1991, Social Cognitive Theory of Self-Regulation, Organisational Behaviour and Human Decision Processes, 50, 248-287
CARR, W., and KEMMIS, S., 1986. Becoming Critical. Education, Knowledge and Action Research. Lewes: Falmer.
Lave, J and Wenger, E (1991) Situated Learning: Legitimate Peripheral Participation, Cambridge: Cambridge University Press
Reason, P., and Bradbury, H., 2008. The SAGE Handbook of Action Research: Participative Inquiry and Practice. 2nd ed. London: Sage Publications.