Blogs and e-Portfolios: can they support reflection, evidencing and dialogue in teacher training?

A blog with explicit support for structured skills/competencies and community publishing was integrated within an e-Portfolio and evaluated with three successive cohorts of PGCE secondary students at Newcastle University in order to support reflections on practice, weekly lesson evaluations, and to...

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Autores principales:	Simon Cotterill, Karen Lowing, Karl Cain, Rachel Lofthouse, Cheryl Mackay, Joanne McShane, David Stancliffe, David Wright
Formato:	article
Lenguaje:	EN
Publicado:	Association for Learning Development in Higher Education (ALDinHE) 2010
Materias:	e-Portfolios blogs reflection Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/7fcec9d36e814ff2b94ecf190e8ce14c
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spelling	oai:doaj.org-article:7fcec9d36e814ff2b94ecf190e8ce14c2021-11-29T14:04:46ZBlogs and e-Portfolios: can they support reflection, evidencing and dialogue in teacher training?10.47408/jldhe.v0i0.971759-667Xhttps://doaj.org/article/7fcec9d36e814ff2b94ecf190e8ce14c2010-12-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/97https://doaj.org/toc/1759-667XA blog with explicit support for structured skills/competencies and community publishing was integrated within an e-Portfolio and evaluated with three successive cohorts of PGCE secondary students at Newcastle University in order to support reflections on practice, weekly lesson evaluations, and to evidence Teaching Quality Standards (TQS). The technologies were initially piloted with a single subject (English with Drama) in 2007/8, with roll out to all thirteen PGCE programmes in 2008/9 (156 students and seven tutors). Focus groups and questionnaires were used to investigate students' perceptions of using the blog to support both reflection and evidencing, to identify factors relating to engagement, and to explore informal use of external social networking with course-mates. Tutors' views were also captured. Students accessed the portfolio an average of sixty three times each (the range being from 4 to 254) and uploaded a total of 1,785 files over a ten month period in 2008/9. Students made an average of 27 blog entries each (36% published to a community). Analysis of questionnaire data (37% response rate) indicated that students liked the approach of linking one item of evidence to multiple TQS and feeling 'in touch' whilst on placement. Students (89%) used external social networking sites (47% of students used them for course-related purposes). The main barrier to engagement with the e-Portfolio was the perceived lack of time on a busy course. This study informs debate on the level of structure required in e-Portfolios/blogs for vocational subjects and factors relating to engagement and concurrent use of formal/institutional and informal social networking sites.Simon CotterillKaren LowingKarl CainRachel LofthouseCheryl MackayJoanne McShaneDavid StancliffeDavid WrightAssociation for Learning Development in Higher Education (ALDinHE)articlee-PortfoliosblogsreflectionTheory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education (2010)
institution	DOAJ
collection	DOAJ
language	EN
topic	e-Portfolios blogs reflection Theory and practice of education LB5-3640
spellingShingle	e-Portfolios blogs reflection Theory and practice of education LB5-3640 Simon Cotterill Karen Lowing Karl Cain Rachel Lofthouse Cheryl Mackay Joanne McShane David Stancliffe David Wright Blogs and e-Portfolios: can they support reflection, evidencing and dialogue in teacher training?
description	A blog with explicit support for structured skills/competencies and community publishing was integrated within an e-Portfolio and evaluated with three successive cohorts of PGCE secondary students at Newcastle University in order to support reflections on practice, weekly lesson evaluations, and to evidence Teaching Quality Standards (TQS). The technologies were initially piloted with a single subject (English with Drama) in 2007/8, with roll out to all thirteen PGCE programmes in 2008/9 (156 students and seven tutors). Focus groups and questionnaires were used to investigate students' perceptions of using the blog to support both reflection and evidencing, to identify factors relating to engagement, and to explore informal use of external social networking with course-mates. Tutors' views were also captured. Students accessed the portfolio an average of sixty three times each (the range being from 4 to 254) and uploaded a total of 1,785 files over a ten month period in 2008/9. Students made an average of 27 blog entries each (36% published to a community). Analysis of questionnaire data (37% response rate) indicated that students liked the approach of linking one item of evidence to multiple TQS and feeling 'in touch' whilst on placement. Students (89%) used external social networking sites (47% of students used them for course-related purposes). The main barrier to engagement with the e-Portfolio was the perceived lack of time on a busy course. This study informs debate on the level of structure required in e-Portfolios/blogs for vocational subjects and factors relating to engagement and concurrent use of formal/institutional and informal social networking sites.
format	article
author	Simon Cotterill Karen Lowing Karl Cain Rachel Lofthouse Cheryl Mackay Joanne McShane David Stancliffe David Wright
author_facet	Simon Cotterill Karen Lowing Karl Cain Rachel Lofthouse Cheryl Mackay Joanne McShane David Stancliffe David Wright
author_sort	Simon Cotterill
title	Blogs and e-Portfolios: can they support reflection, evidencing and dialogue in teacher training?
title_short	Blogs and e-Portfolios: can they support reflection, evidencing and dialogue in teacher training?
title_full	Blogs and e-Portfolios: can they support reflection, evidencing and dialogue in teacher training?
title_fullStr	Blogs and e-Portfolios: can they support reflection, evidencing and dialogue in teacher training?
title_full_unstemmed	Blogs and e-Portfolios: can they support reflection, evidencing and dialogue in teacher training?
title_sort	blogs and e-portfolios: can they support reflection, evidencing and dialogue in teacher training?
publisher	Association for Learning Development in Higher Education (ALDinHE)
publishDate	2010
url	https://doaj.org/article/7fcec9d36e814ff2b94ecf190e8ce14c
work_keys_str_mv	AT simoncotterill blogsandeportfolioscantheysupportreflectionevidencinganddialogueinteachertraining AT karenlowing blogsandeportfolioscantheysupportreflectionevidencinganddialogueinteachertraining AT karlcain blogsandeportfolioscantheysupportreflectionevidencinganddialogueinteachertraining AT rachellofthouse blogsandeportfolioscantheysupportreflectionevidencinganddialogueinteachertraining AT cherylmackay blogsandeportfolioscantheysupportreflectionevidencinganddialogueinteachertraining AT joannemcshane blogsandeportfolioscantheysupportreflectionevidencinganddialogueinteachertraining AT davidstancliffe blogsandeportfolioscantheysupportreflectionevidencinganddialogueinteachertraining AT davidwright blogsandeportfolioscantheysupportreflectionevidencinganddialogueinteachertraining
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Blogs and e-Portfolios: can they support reflection, evidencing and dialogue in teacher training?

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