Supporting teachers' reflection and learning through structured digital teaching portfolios.
Digital teaching portfolios have been proposed as an effective tool for teacher learning and professional development, but there is a lack of empirical evidence supporting their effectiveness. This study proposed the design of a structured digital portfolio equipped with multiple aids (e.g. self-ass...
| Publicado en: | Journal of Computer Assisted Learning Vol. 25; no. 4; pp. 375 - 386 |
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| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Aug2009
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105343596&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105343596 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Aug2009 vid: 25 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 105343596 105343596 2010457814 10.1111/j.1365-2729.2009.00312.x 105343596 ppf: 375 ppct: 11 formats: tig: atl: Supporting teachers' reflection and learning through structured digital teaching portfolios. aug: au: Sung Y Chang K Yu W Chang T affil: Department of Educational Psychology and Counseling, National Taiwan Normal University, Taipei City, Taiwan sug: subj: Computers and Computerization Professional Portfolios Reflection Methods Staff Development Teachers Adult Certification Curriculum Descriptive Statistics Female Funding Source Interrater Reliability kappa Statistic Male Outcomes of Education Paired T-Tests Pearson's Correlation Coefficient Qualitative Studies Quantitative Studies Repeated Measures Schools, Elementary Summated Rating Scaling Taiwan Wilcoxon Signed Rank Test Human Adult: 19-44 years Female Male ab: Digital teaching portfolios have been proposed as an effective tool for teacher learning and professional development, but there is a lack of empirical evidence supporting their effectiveness. This study proposed the design of a structured digital portfolio equipped with multiple aids (e.g. self-assessment, peer assessment, discussion and journal writing) for the professional development of teachers. This study also empirically evaluated the reflection and professional development as demonstrated in digital teaching portfolios with multiple supporting measures. Forty-four in-service substitute teachers participated in a course of classroom assessment and used a Web-based portfolio system. Based on the framework of teacher reflective thinking developed by Sparks-Langer et al., we found that most teachers demonstrated moderate levels of reflection in their journals but only one-third of them showed the highest level of reflection. We also found that the professional knowledge of teachers about classroom assessment - as shown by their implementation of it - improved significantly during the construction of portfolios. The above findings also represent good evidence that digital portfolios with multiple aids are beneficial to teacher reflection and professional development. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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