Using e-portfolios in a field experience placement: Examining student-teachers' attitudes towards learning in relationship to personal value, control and responsibility

Using e-portfolios in a field experience placement: Examining student-teachers' attitudes towards learning in relationship to personal value, control and responsibility

• Shroff, Ronnie H. Hong Kong Institute of Education
• Trent, John Hong Kong Institute of Education
• Ng, Eugenia M. W. Hong Kong Institute of Education

Australasian Journal of Educational Technology, 29(2), 143-160, 2013

Australia

ASCILITE

2013

• M Teachers & Education for Teachers
  • MA Professional Education for Teachers
• M Teachers & Education for Teachers
  • MG Identities, Attitudes & Opinion of Educational Workers
• B Human Behaviour
  • BB Interests, Attitudes & Values

Learning Electronic Portfolios Student Teacher Attitudes Reflective Journals Assessment Portfolios Student Assessment Preservice Teacher Education Postsecondary Education Work Placement Student Teachers

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

• View Full Text 全文連結

This study extends the ownership of learning model by using e-portfolios in a field experience placement to examine student-teachers' attitudes towards learning in relationship to personal value, feeling in control and taking responsibility. The field experience e-portfolio pilot commenced in spring 2011, involving a cohort of 77 year 3 field experience student-teachers enrolled in the Bachelor of Education English Language Programme at the Hong Kong Institute of Education, and approximately 20 supervisors. A research model is presented based on research into ownership of learning. The student e-portfolio ownership of learning questionnaire (SEOLQ) was developed. Seventy-seven participants completed the survey measuring their responses to ownership of learning components of attitudes towards learning (ATL), personal value (PV), feeling in control (FIC), and taking responsibility (TR). Data were used to test the hypotheses postulating the main effects of ATL using e-portfolio on the constructs PV, FIC, and TR. The results of the study indicated that ATL had a significant influence on PV, FIC and TR. The results suggest the student-teachers valued the integration of the e-portfolio into the field experience and developed a sense of control of their learning. Responsibility-related findings suggest that participants were sensitive to both the means of manipulating the e-portfolio and the results of their efforts doing so. By providing student-teachers with the opportunity to reflect critically upon their work as educators, e-portfolios can serve as an invaluable resource for promoting effective ownership of learning.
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• English

Journal Articles

• 14493098

https://bibliography.lib.eduhk.hk/en/bibs/126cccb5

2014-05-29