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e-Portfolio as reflection tool during teaching practice : the interplay between contextual and dispositional variables

dc.contributor.authorCarl, Arenden_ZA
dc.contributor.authorStrydom, Sonjaen_ZA
dc.date.accessioned2017-05-02T08:10:09Z
dc.date.available2017-05-02T08:10:09Z
dc.date.issued2017
dc.identifier.citationCarl, A. & Strydom, S. 2017. e-Portfolio as reflection tool during teaching practice : the interplay between contextual and dispositional variables. South African Journal of Education, 37(1):Art.#1250, doi:10.15700/saje.v37n1a1250en_ZA
dc.identifier.issn2076-3433 (online)
dc.identifier.issn0256-0100 (print)
dc.identifier.otherdoi:10.15700/saje.v37n1a1250
dc.identifier.urihttp://hdl.handle.net/10019.1/101518
dc.descriptionCITATION: Carl, A. & Strydom, S. 2017. e-Portfolio as reflection tool during teaching practice : the interplay between contextual and dispositional variables. South African Journal of Education, 37(1):Art.#1250, doi:10.15700/saje.v37n1a1250.en_ZA
dc.descriptionThe original publication is available at http://www.sajournalofeducation.co.za/en_ZA
dc.description.abstractThis paper focuses on an e-portfolio pilot initiative at the Faculty of Education at a South African university and aims to determine whether the theoretical underpinning and expectations of an e-portfolio aligns with the current practices and attributes of students’ training during school practicum as teachers at a South African university. In the South African context, e-portfolios are increasingly being considered in teacher training programmes, to enable student teachers to reflect in, on and about practice in a structured way, whereby they demonstrate their growth and development as professionals. A self-selected sample of 11 student teachers placed in different urban and rural school contexts were provided with tablets and data bundles. Equipped with varying digital skills, daily reflections and regular online interaction with peers and project members was expected. Data gathering was done by means of semi-structured interviews which were analysed by means of framework analysis. Results suggest that student teachers still require support in reflective writing; that the social and collaborative aspects of e-portfolio use within the given context is underdeveloped, and that the level of digital skills of students will impact the potential success of the integration of e-portfolios as reflective tools. This paper contributes to the growing interest in South African literature regarding the use of e-portfolios for teacher training, by highlighting contextual and dispositional variables as essential considerations before adopting such a learning approach as part of teacher training.en_ZA
dc.description.urihttp://www.sajournalofeducation.co.za/index.php/saje/article/view/1250en_ZA
dc.format.extent10 pagesen_ZA
dc.language.isoen_ZAen_ZA
dc.publisherEducation Association of South Africaen_ZA
dc.subjectComputer literacyen_ZA
dc.subjectTeachers -- Training ofen_ZA
dc.subjectEducation, Higher -- South Africaen_ZA
dc.subjectElectronic portfolios in education -- South Africaen_ZA
dc.titlee-Portfolio as reflection tool during teaching practice : the interplay between contextual and dispositional variablesen_ZA
dc.typeArticleen_ZA
dc.description.versionPublisher's versionen_ZA
dc.rights.holderAuthors retain copyrighten_ZA


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