Reflective practice with digital portfolio for teacher readiness and maturation of prospective teacher within the TPACK framework

Hin Leung CHUI, Ho Kong Christopher AU YEUNG, Kwok Shing CHENG

Research output: Contribution to conferencePaper

Abstract

This study explores the influence of digital portfolio on reflective practice of prospective teachers (PTs) with the Technological Pedagogical Content Knowledge framework (TPACK). A total of 36 PTs studying in a teacher education course (one-year full-time) at a tertiary education institute in Hong Kong took part in the study. Blended learning approach was adopted to facilitate the completion of digital portfolio with various applications of Web services as a pedagogical tool. At the end of the course, the PTs completed the same questionnaire again as a post-test. Results showed that engaging PTs in digital portfolio integrated with different levels of Web services can increase their degree of readiness and maturation in different dimensions under the TPACK framework. The findings shed light on the development of teacher readiness for their entering of teaching profession in terms of technical, pedagogical and content knowledge individually and holistically, and further cultivated a higher degree of sustainability in reflective practice for the prospective teachers.
Original languageEnglish
Publication statusPublished - Jul 2014

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teacher
knowledge
Blended Learning
Hong Kong
education
profession
sustainability
questionnaire
Teaching

Citation

Chui, H. L., Au-Yeung, H. K. C., & Cheng, G. (2014, July). Reflective practice with digital portfolio for teacher readiness and maturation of prospective teacher within the TPACK framework. Paper presented at the Inaugural International Conference on Technology in Education, The Open University of Hong Kong, China.

Keywords

  • Reflective practice
  • Digital portfolio
  • Teacher readiness
  • TPACK