Abstract:

Much of a 21st century approach to education is based around the concept of social interaction. The concept of a ‘portfolio approach to learning’ may offer a series of processes which can facilitate the sharing of ideas in a post-industrial learning environment. Relational Constructionism offers a theoretical underpinning to portfolio learning by highlighting how knowledge is constructed. The Community of Inquiry Model offers a clear framework within which portfolio learning processes may be facilitated. This paper investigates how web 2.0 tools and activities may best support a cohort of 30 pre-service teachers in the development of their teaching skills through the relational construction of knowledge. A social constructionist approach invites the teacher-trainees to view the contents, reflections and comments of not only their own portfolios, but those of others, as relational and interactive products. The research paper concludes that from a constructionist point of view, learning is greatly enhanced if learners can share pieces of their work with colleagues, get their feedback, and experience 'cognitive dissonance' that often comes from academic debate. Both a relational constructionist approach and the community of inquiry model support the development of student voices based on their shared experiences and not on expectations from others.

Keywords:

Portfolio, community, media relational construction.