Learning with Digital Portfolios: Teacher Candidates Forming an Assessment Identity
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| Title: | Learning with Digital Portfolios: Teacher Candidates Forming an Assessment Identity |
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| Language: | English |
| Authors: | Fu, Hong (ORCID |
| Source: | Canadian Journal for the Scholarship of Teaching and Learning. Feb 2022 13(1). |
| Availability: | University of Western Ontario and Society for Teaching and Learning in Higher Education. Mills Memorial Library Room 504, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4L6, Canada. Tel: 905-525-9140; e-mail: info@cjsotl-rcacea.ca; Web site: http://www.cjsotl-rcacea.ca/ |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Portfolios (Background Materials), Electronic Publishing, Teacher Education Programs, Preservice Teachers, Student Evaluation, Evaluation Methods, Student Experience, Foreign Countries, Professional Identity, Formative Evaluation, Feedback (Response), Peer Evaluation, Educational Technology, Electronic Learning, Interdisciplinary Approach |
| Geographic Terms: | Canada |
| ISSN: | 1918-2902 |
| Abstract: | This study focuses on how the use of digital portfolios in teacher education can support teacher candidates to shift their understanding of assessment as they form their assessment identity. The study was in the context of changing curriculum and assessment practices promoted in British Columbia. We draw on data from a cohort of teacher candidates in the first term of a 16-month post-degree teacher education program, where they created a digital portfolio across multiple courses as part of their final assessment to be used in an exit interview with instructors and teaching professionals from the field. Narratives of teacher candidates' experiences were collected to shed light on their changing understanding of assessment for learning practices and their emerging teacher identity as assessors promoted by the digital portfolio process. Significance of using digital portfolios to support their process of becoming teachers is focused in the conclusion of the paper. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1329624 |
| Database: | ERIC |
| Abstract: | This study focuses on how the use of digital portfolios in teacher education can support teacher candidates to shift their understanding of assessment as they form their assessment identity. The study was in the context of changing curriculum and assessment practices promoted in British Columbia. We draw on data from a cohort of teacher candidates in the first term of a 16-month post-degree teacher education program, where they created a digital portfolio across multiple courses as part of their final assessment to be used in an exit interview with instructors and teaching professionals from the field. Narratives of teacher candidates' experiences were collected to shed light on their changing understanding of assessment for learning practices and their emerging teacher identity as assessors promoted by the digital portfolio process. Significance of using digital portfolios to support their process of becoming teachers is focused in the conclusion of the paper. |
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| ISSN: | 1918-2902 |
