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    Purpose-built, web-based professional portfolios: Reflective, developmental and showcase

    Access Status
    Open access via publisher
    Authors
    Blackley, Susan
    Bennett, Dawn
    Sheffield, Rachel
    Date
    2017
    Type
    Journal Article
    
    Metadata
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    Citation
    Blackley, S. and Bennett, D. and Sheffield, R. 2017. Purpose-built, web-based professional portfolios: Reflective, developmental and showcase. Australian Journal of Teacher Education. 42 (3): pp. 22-37.
    Source Title
    Australian Journal of Teacher Education
    DOI
    10.14221/ajte.2017v42n5.1
    Additional URLs
    https://ro.ecu.edu.au/ajte/
    ISSN
    1835-517X
    School
    School of Education
    URI
    http://hdl.handle.net/20.500.11937/52355
    Collection
    • Curtin Research Publications
    Abstract

    This pilot study examined student engagement with a web-based digital professional portfolio through the 3C process of collect-critique-curate. To overcome common problems associated with electronic portfolios, including cost; specificity; lifelong access; and ease of use, the study used Weebly as its portfolio platform. The creation and use of the portfolio was embedded into the first professional studies unit in the second year of an undergraduate initial teacher education degree, and technical seminars ensured that the base portfolio was created. As students reflected on possible sources of evidence to demonstrate achievement of the Australian Professional Standards for Teachers (AITSL, 2011) and crafted their capacity statements to preface their CVs, they began to clarify their present selves and to envisage their possible future selves as graduate teachers. The study tested strategies, based on the notion of self-authorship that assisted the students’ transition from aligning with a personal student identity to demonstrating a burgeoning professional teacher identity.

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