pamela cowan 1 , jill dunn 2 , siobhan o’doherty 3 and victor mcnair 4
DESCRIPTION
E-merging experiences of tutors in the transition from paper-based to e-portfolio use in teacher education. Pamela Cowan 1 , Jill Dunn 2 , Siobhan O’Doherty 3 and Victor McNair 4 1 Queen’s University Belfast 2 Stranmillis University College 3 St Mary’s University College - PowerPoint PPT PresentationTRANSCRIPT
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E-merging experiences of tutors in the transition from paper-based to e-portfolio
use in teacher education.
Pamela Cowan1, Jill Dunn2, Siobhan O’Doherty3 and Victor McNair4
1Queen’s University Belfast
2Stranmillis University College
3St Mary’s University College
4University of Ulster.
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Where do we live our lives?
• Mobile phones - texting
• Social networking
• Blogging
• A connected society transforming how we operate…can education join the frenzy of living online?
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Starting point….
• Is there a role for educationalists to adopt the latest ‘social gizmo’?
• What benefits could be accrued? For whom?
• How could students’ existing skills and expertise be honed to current requirements of award-bearing courses?
• How do tutors react to such a change?
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• This paper reports on the use of e-portfolios in the context of ITE focusing specifically on the compulsory assessed elements of the school-based placement and the production of the Formative Profile Report (FPR) and Career Entry Profile (CEP).
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What the literature says…
• Harnessing Technology: Next Generation Learning 2008-2014 (Becta, 2008, p. 11)– “making the learning experience more
dynamic”– Allowing “education and learning
professionals to engage effectively with learners”
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E-confident systems require e-maturity
• E-confident systems emerge from an ‘enabled’ infrastructure, ‘capable’ uses of technology and ‘confident’ user base receiving personalised learning.
• E-maturity – “the capacity of a learning institution to make strategic and effective use of technology to improve educational outcomes” (Becta, 2008, p. 20)– 4 Levels of E-maturity:
• beginning;• developing;• performing;• outstanding (Becta, 2009).
• Reflection - looking at ourselves first!
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Te-PNI
Reflective Teacher
PQH
Chartered Teacher
emPowering Schools Strategy
Review of (Early) Teacher Education
GTCNI Teacher Competence Model
PRSD
The ‘Big Picture’
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Overview of Teacher e-portfolio
project: Professional context
UPS and Thresholds
Performance Review Staff
Development
Evidence of Competence
PRSDPortfolio
(Annually)
Continuing Professional Development (Career-Long)
Education Phase
How Learning is Recorded
(Milestones)
LeadAgency
Teachers’ Career Progression
Formative Profile Report
Initial Teacher
Education
Career Entry Profile
InductionPortfolio
Professional Development Activities
Induction
Early Professional Development
Teacher Leadership
AccreditedCourses
Professional Qualification for
Headship NI
Assessments and Certificates
Education and Library Boards
(CASS)
RegionalTraining
Unit
SchoolsHEIs Schools HEIsSchools
Early Teacher Education (3 Years)
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Potential benefits of TeP
• Increase students’ motivation;
• Empower students as learners;
• Enhance access to tutor support;
• Immersion in process of reflection;
• Sustainability over time;
• ‘E-confidence’ of users;
• ‘E-maturity’ of institution.
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Theoretical framework
• Social constructivist view;
• Reflective practitioner;
• Online community of practice evolving;• Tutors• Peer group• (Teacher tutors in schools)
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Sample
• Approximately 60 PGCE student teachers from the 4 participating institutions;– Variety of subject backgrounds: ICT,
Technology & Design , Early Years and IME.– 4 co-ordinating tutors training students and
colleagues (9 supporting tutors)
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Methodology
• Mixed methods • student and tutor questionnaires and • focus group interviews.
• Statistical analysis of questionnaire data;
• Thematic analysis of interviews.
• [Activity – complete Action Plan(s), FPR and CEP at key stages in PGCE year.]
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Action Plan
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Completed prior to commencing the first school placement
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Action Plan
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Formative Profile Report
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National Teaching
competence headings
Student-tutor
collaboration
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FPR – evidence attached
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FPR – evidence attached
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Instrument – student questionnaire
• Questionnaire sections:– Teaching and Learning
• Action plan• Formative Profile report• Career Entry Profile
– Attitudes to TeP• Technical • Role of tutor• My personal experiences of using TeP
• 4 point Likert scale
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Findings - students
– Internal consistency of each scale > 0.9 apart from Technical issues ( = 0.74)
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Scale/category Mean score (out of 4)
Action plan 2.85
Formative Profile report 3.04
Career Entry Profile 2.98
Technical issues 2.61
Role of tutor 3.08
Personal experience of TeP 2.62
74% of students felt the FPR was time-consuming to complete, 51% thought it was valuable and 25% felt it was a core part of their competence development as a teacher
67% of students felt the CEP was time-consuming to complete, 57% thought it was valuable and 37% felt it was a core part of their competence development as a teacher
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Findings – tutors
• Internal consistency > 0.9 on scales• 5 point scale from Poor/no use to Very useful
Scale/category Mean score
Usefulness of Action plan to students 4.14
Usefulness of completing FPR/CEP in TeP
3.88
• 53.8% of tutors stated the TeP should continue into Induction and EPD only, 23.1% said it should be career-long.
• Tutors requested training on areas such as using thoughts/blogs, accessing/navigating different facilities and responding to shared work from students.
• More time was spent giving online feedback by over 50% of tutors.• Over 50% of tutors favoured using the TeP to support professional
development only – not for assessment purposes – and almost 80% supported the inclusion of evidence to support reflections.
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Conclusions - students
• No major difficulties experienced by students in TeP;• Some evidence of experimentation with other features –
sharing with peers for feedback was most frequently used;
• Students positive about role of tutors and completing FPR and CEP;
• Less positive about overall experience of TeP;• In interviews they agreed that TeP work had focused
their attention on reflective practice and competences;• Students valued the e-FPR in directing them towards key
areas requiring development and use of action plans for goal setting and its links to CEP.
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Conclusions - tutors
• Tutors felt the TeP assisted students in self-reflection, goal setting and familiarising themselves fully with the competence model.
• They agreed that the TeP encouraged students to develop an evidence-based approach to their professional development and to start to engage in professional dialogue with peers and tutors.
• Tutors were in favour of the supportive role of the TeP for the early years of teaching rather than a career-long commitment.
• They were split around 50% for the time spent in various supporting roles both F2F and online and preferring the e-portfolio to its paper-based equivalent.
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Future study
• Limitations– sample size– range of tutors involved
• Areas to be developed– roll out to wider ITE group and more tutors– range of built-in features used– range of multimedia embedded as evidence.
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Final comment
– Very pleased with the pilot study and students keen to continue working in the TEP during Induction and EPD;
– Interest growing from other tutors keen to try the TeP.
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