ePortfolio for development of teaching identity: Identifying learning stages

Abstract

In this paper we will share findings from students in a teacher education program who have all created a professional ePortfolio (a dynamic website that interfaces with a database of student work and related experiences stored as artifacts) that points to new spaces for learning drawing on program content, but ultimately informed by the students who see themselves as agents of a complex system. Data from seminar instructors assigned with the responsibility of administrating the ePortfolio (eP) process is also used to inform the development of the eP process. The eP was set up to value the students’ reflective, active and deep learning as well as creating a process of program self-renewal. A critical focus of our ePortfolio practice is to examine how the concept of assessment-as-learning can create conditions for the complex learning that can be nurtured within a teacher education program. The paper addresses the research question “What influence does an ePortfolio have on the teacher development of students?” The paper will conclude with speculation from a complexity thinking perspective (Davis & Sumara, 2006) on how an ePortfolio practice can support the renewal of traditional teacher education programs.