Technology, identity, and community: The role of electronic teaching portfolios in becoming a teacher

Technology, identity, and community: The role of electronic teaching portfolios in becoming a teacher

• Trent, John Dept. of English, Hong Kong Institute of Education
• Shroff, Ronnie H. Centre for Learning, Teaching and Technology, Hong Kong Institute of Education

Technology, Pedagogy and Education, 22(1), 3-20, 2013

Great Britain

Routledge

2013

• F Learning & Teaching
  • FD Application of Communicative Media, IT in Learning & Teaching
• M Teachers & Education for Teachers
  • MA Professional Education for Teachers
• S School Environment & Facilities, Organization
  • SF Information Technology

Teacher Identity Discourse Analysis Teacher Education

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

This article reports on an exploratory qualitative investigation of an initiative to use an electronic teaching portfolio at a teacher education institution in Hong Kong. Using in-depth interviews, this initiative is examined from the perspective of preservice teachers themselves. Interviews sought to gain an understanding of how the construction of participants' identities as teachers was shaped by their engagement with an electronic teaching portfolio throughout an eight-week teaching practicum. The study highlights the identity struggles that participants confronted in using an e-portfolio to negotiate their own and others' professional identities within their teaching practicum placement schools. Implications for preservice teachers, teacher educators, and school authorities are discussed and suggestions for future research considered.
[Copyright of Technology, Pedagogy and Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/1475939X.2012.720416]

• English

Journal Articles

• 1475939X

• 10.1080/1475939X.2012.720416

https://bibliography.lib.eduhk.hk/en/bibs/6cbe7b1e

2014-05-29