PAPER-BASED VERSUS DIGITAL APPROACH: A COMPARATIVE STUDY OF RECORDING PROFESSIONAL DEVELOPMENT FOR INITIAL TEACHER TRAINEES

This paper reports on a small case study at the University of Wolverhampton where trainees enrolled on a primary Post Graduate Certificate in Education (PGCE) course recorded their professional development in two forms, paper-based and electronically. The case study is one cycle of many on-going cyclical processes of inquiry that is characteristic of an action research project. It may influence future practice of how trainees chart their progress against the with qualified teacher status (QTS) in primary education. In order to gain QTS, trainees need to meet the Q standards as stipulated by the Teacher Development Agency (TDA) whilst on school attachment. This cycle of research builds upon the developments of the design of the electronic Record of Professional Development (eRoPD) and will provide valuable data to inform future practice. The focus is with primary trainees but useful comparisons within data concerning secondary trainees is also available.

A range of literature was considered with a focus on the use of electronic portfolios and exploring the personalised learning agenda and ubiquitous mobile technologies to meet the needs of the 21st century learner. The study is located within an interpretative paradigm employing qualitative methodology to gather and analyse data. The study focuses on respondents’ attitudes, beliefs and unique interpretations of their experiences and therefore access to reality is gained through social constructions such as language and shared meanings. The methodology supports that of a 'grounded' approach to qualitative research.

For the purposes of this study, 22 trainees enrolled during 2009/10 on PGCE course participated from a cohort of 73. Mobile and handheld technologies were tools utilised by trainees to collect evidence of progression against the TDA Q standards when using the electronic method. Opinions were sought from the respondents to identify the current practice of the paper-based approach and any perceived benefits and shortfalls of the existing model. Similarly, opinions were also sought from the same respondents when utilising the eRoPD. The study identified whether there were any perceived benefits of using the technology and whether it held any perceived advantages over the conventional paper based method of recording professional development.

The study findings were that the RoPD is regarded as a simple and easy to use document but there appears to be inconsistencies in practice of how the document is used. The eRoPD proved to be the favoured approach by trainees because of the flexibility and convenience it offers. It allowed trainees to gather a variety of e-based evidence and manage their own selected materials to be formatively assessed. The eRoPD tools were also regarded as useful support for trainees. Furthermore, the facility for tutors and mentors to have access to trainee evidence whenever and wherever was invaluable and certainly proved of great benefit to the trainees. In the best of cases, on-going feedback enhanced the support of trainees and there was a clear shift in the use of the document as it was regarded by trainees as a collaborative document, considered to support useful formative feedback. However there were cases of poor practice and support by mentors and use by trainees.