Literaturnachweis - Detailanzeige
| Autor/inn/en | Trent, John; Shroff, Ronnie H. |
|---|---|
| Titel | Technology, Identity, and Community: The Role of Electronic Teaching Portfolios in Becoming a Teacher |
| Quelle | In: Technology, Pedagogy and Education, 22 (2013) 1, S.3-20 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1475-939X |
| DOI | 10.1080/1475939X.2012.720416 |
| Schlagwörter | Portfolios (Background Materials); Preservice Teacher Education; Foreign Countries; Practicums; Teacher Educators; Preservice Teachers; Qualitative Research; Interviews; Self Concept; Internet; Placement; Role; Professional Identity; Hong Kong |
| 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. (Contains 1 figure.) (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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