Teachers’ Views on Electronic Teacher Portfolio Preparation Process
Keywords:
Professional development, Teacher Portfolio, Peer Coaching, Electronic Portfolio
Abstract
The purpose of the study has been framed as exploring the views of the participants on the process of preparing an electronic teacher portfolio through peer coaching. The study was designed as a case study. The participants of the research consisted of 10 volunteer teachers who were graduate students in the field of Curriculum and Instruction at the level of master’s degree. They developed a teacher portfolio within the scope of the research. The data were collected through the Pre-Questionnaire Form applied at the beginning of the study and the Post Questionnaire Form applied in the end. The data obtained from the questionnaire forms were analyzed by content analysis method. As a result, it was observed that portfolio development process through peer coaching contributed to teachers’ professional development and reflection. Teachers stated the electronic portfolios were more functional than traditional portfolios. It was seen that they had difficulties in allocating time to portfolio work. It may also be suggested to conduct longer-term studies with a broader participation. In addition, the needs of teachers regarding time should also be considered, and fixed time arrangements should be made for such collaborative work in their timetables.
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References
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Aras, S. (2021). A case study on teacher portfolio with early childhood teachers. International and Multidisciplinary Perspectives, 22(2), 219-232.
Atay, D. (2003). Öğretmen adaylarına yansıtmayı öğretmek: Portfolyo çalışması. Kuram ve Uygulamada Eğitim Yönetimi, 36(36), 508-527.
Avan, Y., & Şahin, S. (2020). Akran koçluğu ve portfolyo kullanımı: Etkili öğretim denetiminde iki yöntem. OPUS Uluslararası Toplum Araştırmaları Dergisi, 16(28), 1028-1053. https://doi.org/10.26466/opus.676497
Ayan, D., & Seferoğlu, G. (2011). Using electronic portfolios to promote reflective thinking in language teacher education. Educational Studies, 37(5), 513-521. https://doi.org/10.1080/03055698.2010.539782
Barkley, S. G., & Bianco, T. (2010). Quality teaching in a culture of coaching. Lanham: Rowman & Littlefield.
Beck, R. J., Livne, N. L., & Bear, S. L. (2005). Teachers’ self-assessment of the effects of formative and summative electronic portfolios on professional development. European Journal of Teacher Education, 28(3), 221-244. https://doi.org/10.1080/02619760500268733
Bokiev, U., Bokiev, D., Othman, M., Lilliati, I., & Aralas, D. (2017). Online teaching portfolio as a catalyst for professional development. International Journal of Academic Research in Business and Social Sciences, 7, 440-452. https://doi.org/10.6007/IJARBSS/v7-i14/3680
de Jager, T. (2019). Impact of ePortfolios on science student-teachers’ reflective metacognitive learning and the development of higher-order thinking skills. Journal of University Teaching & Learning Practice, 16(3), 1-15.
Diaz-Maggioli, G. (2004). Teacher-centered professional development. USA: Association for Supervision and Curriculum Development.
Fogarty, R., & Pete, B. (2007). From staff room to classroom: A guide for planning and coaching professional development. California: Corwin Press.
Foord, D. (2009). The developing teacher: Practical activities for professional development. UK: Delta Publishing.
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. NY: McGraw-Hill.
Garmston, R. J. (1987). How administrators support peer coaching. Educational Leadership, 44(5), 18-26.
Göker, S. D. (2006). Impact of peer coaching on self-efficacy and instructional skills in TEFL teacher education. System, 34(2), 239-254. https://doi.org/10.1111/ssm.12326
Harun, R. N. S. R., Hanif, M. H., & Choo, G. S. (2021). The pedagogical affordances of e-portfolio in learning how to teach: A systematic review. Studies in English Language and Education, 8(1), 1-15.
Hazar, R. G. (2020). Okul öncesi öğretmenleri için mesleki gelişim aracı olarak öğretmen portfolyosu kullanımı. (Unpublished doctoral dissertation). Hacettepe Üniversitesi, Ankara, Türkiye.
Huff, S. (2006). Teachers’ perceptions of the teacher portfolio process. (Unpublished doctoral dissertation). State University of New York, New York, USA.
Kato, Y. (2018). Effects of the peer mentoring process in the development of a teaching portfolio. The Journal of Information and Systems in Education, 17(1), 50-55. https://doi.org/10.12937/ejsise.17.50
Kilbane, C. R., & Milman, N. B. (2017). Examining the impact of the creation of digital portfolios by high school teachers and their students on teaching and learning. International Journal of ePortfolio, 7(1), 101-109.
Kloser, M., Edelman, A., Floyd, C., Martínez, J. F., Stecher, B., Srinivasan, J., & Lavin, E. (2021). Interrogating practice or show and tell?: Using a digital portfolio to anchor a professional learning community of science teachers. Journal of Science Teacher Education, 32(2), 210-241.
Ledoux, M. W., & McHenry, N. (2006). Electronic portfolio adoption for teacher education candidates. Early Childhood Education Journal, 34(2), 103-116. https://doi.org/10.1007/s10643-006-0111-1
Many, T. W. (2009). Make time for collaboration. 8-9. Retrieved January 10, 2021, from https://www.allthingsplc.info/files/uploads/make_time_for_collaboration.pdf
Milman, N. B., & Kilbane, C. R. (2005). Digital teaching portfolios: Catalysts for fostering authentic professional development. Canadian Journal of Learning and Technology, 31(3). https://doi.org/10.21432/T2CC87
Öner, D., & Adadan, E. (2013). Web tabanlı portfolyo oluşturarak öğretmen olmak: Öğretmenlik uygulamaları için pedagojik bir model. Gazi Eğitim Fakültesi Dergisi (GEFAD), 33(3), 475-493.
Patti, J., Holzer, A. A., Stern, R., & Brackett, M. A. (2012). Personal, professional coaching: Transforming professional development for teacher and administrative leaders. Journal of Leadership Education, 11(1), 263-275.
Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri (M. Bütün & S. B. Demir, Eds. & Trans.). Ankara: Pegem Akademi.
Pearce, E., de la Fuente, Y., Hartweg, B., & Weinburgh, M. (2019). Peer‐coaching as a component of a professional development model for biology teachers. School Science and Mathematics, 119, 117–126.
Pennington, R. (2011). Reflective thinking in elementary preservice teacher portfolios: Can it be measured and taught? Journal of Educational Research and Practice, 1(1), 37-49. https://doi.org/10.5590/JERAP.2011.01.1.03
Pitts, W., & Ruggirello, R. (2012). Using the e-portfolio to document and evaluate growth in reflective practice: The development and application of a conceptual framework. International Journal of ePortfolio, 2(1), 49-74.
Raywid, M. A. (1993). Finding time for collaboration. Educational Leadership, 51(1), 30-34.
Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. Cambridge: Cambridge University Press.
Richert, A. E. (1990). Teaching teachers to reflect: A consideration of programme structure. Journal of Curriculum Studies, 22(6), 509-527. https://doi.org/10.1080/0022027900220601
Samuels, J. E. P. (2006). Teacher candidate perceptions of electronic academic portfolios. (Unpublished doctoral dissertation). Kansas State University, Manhattan, USA.
Showers, B., & Joyce, B. (1996). The evolution of peer coaching. Educational Leadership, 53(6), 12-16.
Sung, Y. T., Chang, K. E., Yu, W. C., & Chang, T. H. (2009). Supporting teachers’ reflection and learning through structured digital teaching portfolios. Journal of Computer Assisted Learning, 25(4), 375-385. https://doi.org/10.1111/j.1365-2729.2009.00312.x
Taş, S., & Cengizhan, L. (2013). Teacher portfolios are on stage for professional development: A qualitative case study. Social Sciences Research Journal, 2(2), 1-14.
Thurlings, M., & den Brok, P. (2018). Student teachers’ and in-service teachers’ peer learning: A realist synthesis. Educational Research and Evaluation, 24(1-2), 13-50. https://doi.org/10.1080/13803611.2018.1509719
Totter, A., & Wyss, C. (2019). Opportunities and challenges of e-portfolios in teacher education. Lessons learnt. REM-Research on Media Education, 11(1), 69-75. https://doi.org/10.2478/rem-2019-0010
Tucker, P. D., Stronge, J. H., & Gareis, C. R. (2002). Handbook on teacher portfolios for evaluation and professional development. NY: Eye On Education.
Vorotnykova, I. P., & Zakhar, O. H. (2021). Teachers' readiness to use e-portfolios. Information Technologies and Learning Tools, 81(1), 327-339.
Wray, S. (2007). Teaching portfolios, community, and pre-service teachers’ professional development. Teaching and Teacher Education, 23(7), 1139-1152. https://doi.org/10.1016/j.tate.2006.10.004
Wray, S. (2007a). Electronic portfolios in a teacher education program. E-Learning, 4(1), 40-51. https://doi.org/10.2304/elea.2007.4.1.40
Yao, Y., Aldrich, J., Foster, K., & Pecina, U. (2009). Preservice teachers’ perceptions of an electronic portfolio as a tool for reflection and teacher certification. Journal of Educational Research & Policy Studies, 9(1), 25-43.
Yıldırım, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
Zepeda, S. J. (2017). Instructional supervision applying tools and concepts. NY: Taylor & Francis.
Aras, S. (2021). A case study on teacher portfolio with early childhood teachers. International and Multidisciplinary Perspectives, 22(2), 219-232.
Atay, D. (2003). Öğretmen adaylarına yansıtmayı öğretmek: Portfolyo çalışması. Kuram ve Uygulamada Eğitim Yönetimi, 36(36), 508-527.
Avan, Y., & Şahin, S. (2020). Akran koçluğu ve portfolyo kullanımı: Etkili öğretim denetiminde iki yöntem. OPUS Uluslararası Toplum Araştırmaları Dergisi, 16(28), 1028-1053. https://doi.org/10.26466/opus.676497
Ayan, D., & Seferoğlu, G. (2011). Using electronic portfolios to promote reflective thinking in language teacher education. Educational Studies, 37(5), 513-521. https://doi.org/10.1080/03055698.2010.539782
Barkley, S. G., & Bianco, T. (2010). Quality teaching in a culture of coaching. Lanham: Rowman & Littlefield.
Beck, R. J., Livne, N. L., & Bear, S. L. (2005). Teachers’ self-assessment of the effects of formative and summative electronic portfolios on professional development. European Journal of Teacher Education, 28(3), 221-244. https://doi.org/10.1080/02619760500268733
Bokiev, U., Bokiev, D., Othman, M., Lilliati, I., & Aralas, D. (2017). Online teaching portfolio as a catalyst for professional development. International Journal of Academic Research in Business and Social Sciences, 7, 440-452. https://doi.org/10.6007/IJARBSS/v7-i14/3680
de Jager, T. (2019). Impact of ePortfolios on science student-teachers’ reflective metacognitive learning and the development of higher-order thinking skills. Journal of University Teaching & Learning Practice, 16(3), 1-15.
Diaz-Maggioli, G. (2004). Teacher-centered professional development. USA: Association for Supervision and Curriculum Development.
Fogarty, R., & Pete, B. (2007). From staff room to classroom: A guide for planning and coaching professional development. California: Corwin Press.
Foord, D. (2009). The developing teacher: Practical activities for professional development. UK: Delta Publishing.
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. NY: McGraw-Hill.
Garmston, R. J. (1987). How administrators support peer coaching. Educational Leadership, 44(5), 18-26.
Göker, S. D. (2006). Impact of peer coaching on self-efficacy and instructional skills in TEFL teacher education. System, 34(2), 239-254. https://doi.org/10.1111/ssm.12326
Harun, R. N. S. R., Hanif, M. H., & Choo, G. S. (2021). The pedagogical affordances of e-portfolio in learning how to teach: A systematic review. Studies in English Language and Education, 8(1), 1-15.
Hazar, R. G. (2020). Okul öncesi öğretmenleri için mesleki gelişim aracı olarak öğretmen portfolyosu kullanımı. (Unpublished doctoral dissertation). Hacettepe Üniversitesi, Ankara, Türkiye.
Huff, S. (2006). Teachers’ perceptions of the teacher portfolio process. (Unpublished doctoral dissertation). State University of New York, New York, USA.
Kato, Y. (2018). Effects of the peer mentoring process in the development of a teaching portfolio. The Journal of Information and Systems in Education, 17(1), 50-55. https://doi.org/10.12937/ejsise.17.50
Kilbane, C. R., & Milman, N. B. (2017). Examining the impact of the creation of digital portfolios by high school teachers and their students on teaching and learning. International Journal of ePortfolio, 7(1), 101-109.
Kloser, M., Edelman, A., Floyd, C., Martínez, J. F., Stecher, B., Srinivasan, J., & Lavin, E. (2021). Interrogating practice or show and tell?: Using a digital portfolio to anchor a professional learning community of science teachers. Journal of Science Teacher Education, 32(2), 210-241.
Ledoux, M. W., & McHenry, N. (2006). Electronic portfolio adoption for teacher education candidates. Early Childhood Education Journal, 34(2), 103-116. https://doi.org/10.1007/s10643-006-0111-1
Many, T. W. (2009). Make time for collaboration. 8-9. Retrieved January 10, 2021, from https://www.allthingsplc.info/files/uploads/make_time_for_collaboration.pdf
Milman, N. B., & Kilbane, C. R. (2005). Digital teaching portfolios: Catalysts for fostering authentic professional development. Canadian Journal of Learning and Technology, 31(3). https://doi.org/10.21432/T2CC87
Öner, D., & Adadan, E. (2013). Web tabanlı portfolyo oluşturarak öğretmen olmak: Öğretmenlik uygulamaları için pedagojik bir model. Gazi Eğitim Fakültesi Dergisi (GEFAD), 33(3), 475-493.
Patti, J., Holzer, A. A., Stern, R., & Brackett, M. A. (2012). Personal, professional coaching: Transforming professional development for teacher and administrative leaders. Journal of Leadership Education, 11(1), 263-275.
Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri (M. Bütün & S. B. Demir, Eds. & Trans.). Ankara: Pegem Akademi.
Pearce, E., de la Fuente, Y., Hartweg, B., & Weinburgh, M. (2019). Peer‐coaching as a component of a professional development model for biology teachers. School Science and Mathematics, 119, 117–126.
Pennington, R. (2011). Reflective thinking in elementary preservice teacher portfolios: Can it be measured and taught? Journal of Educational Research and Practice, 1(1), 37-49. https://doi.org/10.5590/JERAP.2011.01.1.03
Pitts, W., & Ruggirello, R. (2012). Using the e-portfolio to document and evaluate growth in reflective practice: The development and application of a conceptual framework. International Journal of ePortfolio, 2(1), 49-74.
Raywid, M. A. (1993). Finding time for collaboration. Educational Leadership, 51(1), 30-34.
Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. Cambridge: Cambridge University Press.
Richert, A. E. (1990). Teaching teachers to reflect: A consideration of programme structure. Journal of Curriculum Studies, 22(6), 509-527. https://doi.org/10.1080/0022027900220601
Samuels, J. E. P. (2006). Teacher candidate perceptions of electronic academic portfolios. (Unpublished doctoral dissertation). Kansas State University, Manhattan, USA.
Showers, B., & Joyce, B. (1996). The evolution of peer coaching. Educational Leadership, 53(6), 12-16.
Sung, Y. T., Chang, K. E., Yu, W. C., & Chang, T. H. (2009). Supporting teachers’ reflection and learning through structured digital teaching portfolios. Journal of Computer Assisted Learning, 25(4), 375-385. https://doi.org/10.1111/j.1365-2729.2009.00312.x
Taş, S., & Cengizhan, L. (2013). Teacher portfolios are on stage for professional development: A qualitative case study. Social Sciences Research Journal, 2(2), 1-14.
Thurlings, M., & den Brok, P. (2018). Student teachers’ and in-service teachers’ peer learning: A realist synthesis. Educational Research and Evaluation, 24(1-2), 13-50. https://doi.org/10.1080/13803611.2018.1509719
Totter, A., & Wyss, C. (2019). Opportunities and challenges of e-portfolios in teacher education. Lessons learnt. REM-Research on Media Education, 11(1), 69-75. https://doi.org/10.2478/rem-2019-0010
Tucker, P. D., Stronge, J. H., & Gareis, C. R. (2002). Handbook on teacher portfolios for evaluation and professional development. NY: Eye On Education.
Vorotnykova, I. P., & Zakhar, O. H. (2021). Teachers' readiness to use e-portfolios. Information Technologies and Learning Tools, 81(1), 327-339.
Wray, S. (2007). Teaching portfolios, community, and pre-service teachers’ professional development. Teaching and Teacher Education, 23(7), 1139-1152. https://doi.org/10.1016/j.tate.2006.10.004
Wray, S. (2007a). Electronic portfolios in a teacher education program. E-Learning, 4(1), 40-51. https://doi.org/10.2304/elea.2007.4.1.40
Yao, Y., Aldrich, J., Foster, K., & Pecina, U. (2009). Preservice teachers’ perceptions of an electronic portfolio as a tool for reflection and teacher certification. Journal of Educational Research & Policy Studies, 9(1), 25-43.
Yıldırım, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
Zepeda, S. J. (2017). Instructional supervision applying tools and concepts. NY: Taylor & Francis.
Published
2023-06-24
Section
Articles
How to Cite
Genç, E., & Cırık, İlker. (2023). Teachers’ Views on Electronic Teacher Portfolio Preparation Process. International Journal of Curriculum and Instructional Studies (IJOCIS), 13(1), 200-223. https://doi.org/https://doi.org/10.31704/ijocis.2023.009
