Portfolio numérique en contexte de pandémie. Perception des futurs enseignants à l’égard du portfolio numérique en formation initiale : propositions pour l’évaluation formative des compétences professionnelles en contexte de pandémie et d’enseignement à distance

Raby, Carole; Tremblay-Wragg, Émilie; Viola, Sylvie; Meunier, Hélène

doi:10.18162/ritpu-2020-v17n3-19

Cited by 4 publications

(3 citation statements)

References 8 publications

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“…Los resultados muestran las ventajas del portafolio, sobre todo para la reflexión y para llevar un registro del trabajo realizado día a día. Esto indica que podría optimizarse si se aplicara en otras asignaturas y acompañando a los alumnos de forma continua, ya que, al igual que se indica en la mayoría de la literatura relevante sobre el tema (Josephsen, 2012;Raby, Tremblay-Wragg, Viola, y Meunier, 2020), las ventajas superan con creces a los inconvenientes.…”

Section: Discusión Y Conclusionesunclassified

“…Ayuda al alumnado a ver conexiones con elementos teóricos y metodológicos relevantes. La redacción del portafolio debe servir como punto importante para ubicar la conexión entre teoría y práctica (Elango, Jutti, y Lee, 2005;Raby et al, 2020). El portafolio debe servir para ver de forma analítica la intervención social que se lleva a cabo, contextualizarla teórica y metodológicamente.…”

Section: Discusión Y Conclusionesunclassified

“…Proporciona una autoevaluación que puede redirigir el aprendizaje en el centro de prácticas en caso de que se vea necesario. En definitiva, el portafolio permite la posibilidad de reflexionar sobre el proceso de aprendizaje durante todo el periodo de formación (Shepherd y Bolliger, 2014), aunque ello pueda generar más estrés (Barras, 2020), especialmente por la omnipresente idea de que la evaluación de la materia está en juego (Raby et al, 2020).…”

Section: Discusión Y Conclusionesunclassified

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El portafolio digital como herramienta de aprendizaje en la supervisión de prácticas durante la COVID-19

Garro¹,

Úriz²,

Ballestero³

2022

Research in Education & Learning Innovation Archives

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Professional practice is fundamental because it represents the link between theoretical training and the application of skills and knowledge in the professional field. In March 2020, howe- ver, COVID-19 obliged teaching staff to redesign their professional practicums to ensure that they satisfied the requirements established for their training activities. In this context, digital portfolios were seen as a fundamental tool. The main aim of this article is to analyse the usefulness of the digital portfolio as a learning tool for the supervision of students taking part in practicums as part of their Master’s in Social Intervention at the Public University of Navarre. Our research methodo- logy involves a qualitative case study in which we analysed digital portfolios prepared by students during the 2019-2020 and 2020-2021 academic years. We show that, as a supervision tool, these port- folios have more strengths than weaknesses. Moreover, our conclusions provide numerous useful suggestions for improving the future use of these portfolios.

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Section: Discusión Y Conclusionesunclassified

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El portafolio digital como herramienta de aprendizaje en la supervisión de prácticas durante la COVID-19

Garro¹,

Úriz²,

Ballestero³

2022

Research in Education & Learning Innovation Archives

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Reform of active pedagogy in the age of Covid

Ziadi

Boughattas

Neji

2022

2022 IEEE Global Engineering Education Conference (EDUCON)

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STEM Teacher Candidates’ Preparation for Online Teaching: Promoting Technological and Pedagogical Knowledge

Estaiteyeh,

DeCoito,

Takkouch

2024

CJLT

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Emergency remote teaching during the COVID-19 pandemic has shed light on pedagogical challenges that require the immediate attention of teacher education programs. This paper focuses on teacher candidates’ preparation to teach online in a STEM curriculum and pedagogy course in a teacher education program at a Canadian university. The authors present a two-phase study of two cohorts of teacher candidates enrolled in this course and explore 1) their perceptions of the dynamics and effectiveness of online teaching as a teaching modality, and 2) the impact of the course on their technological and pedagogical skills necessary for online teaching. Quantitative and qualitative data were collected through pre- and post-surveys administered online at the beginning and end of the course. Findings suggest that teacher candidates’ engagement with course content resulted in a notable improvement in their views toward online teaching as a teaching modality, pedagogical approaches, and personal abilities utilizing innovative online teaching strategies. This research emphasizes the necessity for comprehensive training programs that enhance teacher candidates’ technological competencies while simultaneously refining their pedagogical methodologies for online settings. Implications for teacher education research and practice are discussed.

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Portfolio numérique en contexte de pandémie. Perception des futurs enseignants à l’égard du portfolio numérique en formation initiale : propositions pour l’évaluation formative des compétences professionnelles en contexte de pandémie et d’enseignement à distance

Cited by 4 publications

References 8 publications

El portafolio digital como herramienta de aprendizaje en la supervisión de prácticas durante la COVID-19

El portafolio digital como herramienta de aprendizaje en la supervisión de prácticas durante la COVID-19

Reform of active pedagogy in the age of Covid

STEM Teacher Candidates’ Preparation for Online Teaching: Promoting Technological and Pedagogical Knowledge

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