A Case Study of Fine Arts Teachers' Perceptions of ePortfolio Evaluation as Professional Development

Autor/in	Demontmollin, Jacquelynn S.
Titel	A Case Study of Fine Arts Teachers' Perceptions of ePortfolio Evaluation as Professional Development
Quelle	(2018), (207 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Concordia University (Oregon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4389-0646-4
Schlagwörter	Hochschulschrift; Dissertation; Fine Arts; Art Teachers; Teacher Attitudes; Electronic Publishing; Portfolio Assessment; Faculty Development; Reflective Teaching; Transformative Learning; Educational Benefits; Teacher Persistence; Teacher Effectiveness; State Standards; Teaching Methods; Barriers; Time; Training; Technology Uses in Education; Feedback (Response) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Bildende Kunst; Art teacher; Kunsterzieher; Kunsterzieherin; Lehrerverhalten; Elektronisches Publizieren; Portfoliobeurteilung; Pädagogische Transformation; Bildungsertrag; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Zeit; Ausbildung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	This qualitative case study illustrated perceptions of seven fine arts teachers who were veteran participants in an ePortfolio evaluation method (with three or more years participation). The research questions centered on professional growth, reflection, and the impact ePortfolio had on the craft of teaching. A blended conceptual framework of Schon's (1983, 1987) theory of reflection-in-action and reflection-on-action, and Mezirow's (1991) transformative learning theory was applied to analyze the data. The researcher explored types of reflection fine arts teachers perceive through ePortfolio evaluation, and how the process of ePortfolio evaluation doubled as a professional development for some teachers. Through three phases of the study which included a written eInterview, a video interview, and a face-to-face portfolio review, teacher perceptions of benefits and challenges emerged. Benefits included evidence of reflective practice, retention of highly effective teachers, a focus on student growth and state standards, and among five participants, a reported shift in practice from product-focused to process-focused teaching in their fine arts' classrooms. Emerging as challenges in ePortfolio practice included time, training, technology, and lack of adequate feedback in the perceptions of the seven participants in this study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01