This study investigated how teacher education students and their instructors experienced an e-portfolio initiative that incorporated scaffolded reflective activities designed to foster deeper integration between academic coursework and field experiences. A secondary objective of the study was to examine how structured peer and instructor feedback on the students' reflective writing contributed to the development of deeper levels of reflection. To date, little research has been done on how specific scaffolds and feedback structures already available in many e-portfolio platforms can be used to promote deeper reflective practice– highly sought-after learning outcome in teacher education programs.
This qualitative study was conducted within an education methods course over one semester. The study included case studies of six pre-service teachers completing their Masters degrees in a science education program within a large university. Students were assigned weekly reflective writing assignments intended to help them integrate concepts, ideas, and theories from their coursework with learning gained from field experiences. Students also built out an e-portfolio in which they included their reflective writing. The e-portfolio environment included two scaffolds designed to support deeper reflection and promote integration. One scaffold was a reflective rubric designed to support thinking and writing strategies; the other was peer and instructor feedback using the reflective rubric to structure their feedback.
The study made both a theoretical and practical contribution to the study of reflection and integration of academic course work and field experience. On the theoretical side, a comprehensive analysis- supported by data and structured around a theoretical framework- explored the relationship between reflection and integration. Four factors were found to influence students' ability to integrate learning through reflection: topic relevance, reinforcement of connections, student disposition, and instructor style. The study also provided practical insights into how e-portfolio software that included embedded supports and peer feedback processes could be structured to optimize learning. The broader implications of this study may help inform the current debate about teacher education quality and teacher effectiveness.
|Commitee:||McDonald, Joseph P., Milne, Catherine E.|
|School:||New York University|
|Department:||Administration, Leadership, and Technology|
|School Location:||United States -- New York|
|Source:||DAI-A 73/02, Dissertation Abstracts International|
|Subjects:||Adult education, Teacher education, Educational technology|
|Keywords:||Adult education, E-portfolios, Integration, Peer feedback, Preservice teachers, Reflection, Teacher education|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be