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

John TRENT*, Ronnie H. SHROFF

*Corresponding author for this work

Research output: Journal PublicationsJournal Article (refereed)peer-review

30 Citations (Scopus)

Abstract

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.

Original languageEnglish
Pages (from-to)3-20
Number of pages18
JournalTechnology, Pedagogy and Education
Volume22
Issue number1
Early online date26 Sept 2012
DOIs
Publication statusPublished - Mar 2013
Externally publishedYes

Keywords

  • discourse analysis
  • teacher education
  • teacher identity

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