E-portfolios as a tool to assess and promote student teachers’ learning and development

Abstract

The use of electronic portfolios or e-portfolios in teacher education has attracted considerable attention in recent years. Teaching portfolios can be broadly defined as a collection of documents and evidence of a teacher’s knowledge, experience, and ability (Wray, 2008). The increased integration of e-portfolios into teacher education programs stems from its potential effectiveness in a number of areas. In our context, we identified two major areas wherein e-portfolios show the potential value for student teacher learning and development:<br> (i) documenting and enhancing understanding and awareness of competencies and standards; and (ii) developing reflective thinking.