Deepening Understanding of Inquiry Teaching and Learning with E-Portfolios in a Teacher Preparation Program

Abstract

This paper describes the first stages of a project focusing on the use of preservice-teacher-generated e-Portfolios as a means of documenting and assessing inquiry-based teaching and learning. The project is designed to explore ways in which preservice teacher-created e-Portfolios can be used to (1) document how inquiry lives in practice, and (2) help university instructors and practitioners in the field assess the knowledge, skills, and attributes of preservice teachers who are participating in an inquiry based teacher preparation program.

Using Inquiry-Based Learning to Identify Issues and Develop Pedagogical Awareness of Teaching with Technology: A Self-Study from a Pre-Service Teacher Education Class

“…"In practice, it is often difficult for instructors to either let go of more traditional subject-centered or teachercentered approaches, or if they do, to not fall into the role of just being a 'facilitator'" (Smits et al, 2005, p. 2). Our co-construction of knowledge and application of that knowledge in interdisciplinary teams required skilled communication, collaboration, and leadership.…”

“…The challenge for teacher educators, then, becomes how to assess student learning when they themselves are more familiar with assessing more finite, summative knowledge (Smits, Wang, Towers, Crichton, Field, & Tarr, 2005). As well, they are expected to model and instruct how to design and deliver summative forms of assessment to prepare pre-service teachers for the outcomes-based teaching that dominates public schooling.…”

“…This attitude often manifests in a reluctance to try new methods of learning and an unwillingness to accept assistance with learning (Biggs, 2002). Instructors may need to, in turn, forgo the traditional didactic approach and create places and spaces in which questioning is encouraged as a way to connect with the material and the process of learning (Fein & Logan, 2003;Smits et al, 2005).…”

E-portfolio as a means of self-promotion on the Web

“…The first use allows students to demonstrate their competence (Milman & Kilbane, 2005); develop, demonstrate and reflect on pedagogical practice; show their attitudes, knowledge and skills (Sherry & Bartlett, 2005); document how inquiry works in practice; and provide evidence of reflection (Smits et al, 2005). Electronic portfolios are most commonly used in this way in colleges of education (Lorenzo & Ittleson, 2005a).…”

The Implementation of Different Types of Portfolio in the Assessment of Student's Knowledge and Performance

“…Smits et al (2005) specified that "the documentation process does not create a definitive end product but leads to a portfolio that is open to continual reflection and re-examination".…”