Eportfolios in initial teacher education in Singapore: Methodological issues

Abstract

Eportfolios were introduced into teacher education in the 1980s. Since then, educational researchers and practitioners have increasingly cited the use of portfolios as an important assessment and learning tool in teacher education programs. In the domain of teacher education, the need to improve quality, attain established standards and to resolve accreditation issues have led to the increased use of ePortfolios in many European states and others around the world (Granberg, 2010). An electronic portfolio (ePortfolio) is often defined as “a digitized collection of artifacts, including demonstrations, resources and accomplishments that represent an individual, group, community, organization, or institution. This collection can comprise of text-based, graphic or multimedia elements archived on a Web site or on other electronic media (Lorenzo & Ittelson, 2005, p. 3).” In pre-service teachers’ ePortfolios, artifacts can be samples of work that include lesson plans, stimulus materials, videos, pictures and picture files, classroom assignments, classroom tests, newsletters, and inservice materials produced by the pre-service teacher (Bruneau & Bie, 2010). With the creation of ePortfolios, student teachers can document their journey in becoming a teacher by selecting, sharing, and reflecting on artifacts such as educational philosophies, classroom management plans, unit and lesson plans, plans to meet the needs of diverse and special needs pupils, and video clips of practice teaching (e.g., Strudler & Wetzel, 2005). They can not only showcase their best work as a professional, but also exhibit the knowledge and skills in using technology.