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Eportfolios in initial teacher education in Singapore: Methodological issues
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Paper presented at the 10th International ePortfolio and Identity Conference (ePIC 2012), London, UK, 9-11 July 2012
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.
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