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 Schön’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.
|Commitee:||Gilmore, Joanna, Jones, Deborah|
|School:||Concordia University (Oregon)|
|School Location:||United States -- Oregon|
|Source:||DAI-A 77/09(E), Dissertation Abstracts International|
|Subjects:||Fine arts, Educational leadership, Teacher education, Educational technology|
|Keywords:||Fine arts, Reflection, Reflective practice, Teacher evaluation, Transformative learning, ePortfolio|
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