Technology, identity, and community: The role of electronic teaching portfolios in becoming a teacher

John Gilbert TRENT, Ronnie Homi SHROFF

Research output: Contribution to journalArticle

15 Citations (Scopus)

Abstract

This article reports on an exploratory qualitative investigation of an initiative to use an electronic teaching portfolio at a teacher education institution in Hong Kong. Using in-depth interviews, this initiative is examined from the perspective of preservice teachers themselves. Interviews sought to gain an understanding of how the construction of participants’ identities as teachers was shaped by their engagement with an electronic teaching portfolio throughout an eight-week teaching practicum. The study highlights the identity struggles that participants confronted in using an e-portfolio to negotiate their own and others’ professional identities within their teaching practicum placement schools. Implications for preservice teachers, teacher educators, and school authorities are discussed and suggestions for future research considered. Copyright © 2013 Association for Information Technology in Teacher Education.
Original languageEnglish
Pages (from-to)3-20
JournalTechnology, Pedagogy and Education
Volume22
Issue number1
Early online dateSep 2012
DOIs
Publication statusPublished - Mar 2013

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Teaching
electronics
teacher
community
interview
Education
school
Hong Kong
educator
education

Citation

Trent, J., & Shroff, R. H. (2013). Technology, identity, and community: The role of electronic teaching portfolios in becoming a teacher. Technology, Pedagogy and Education, 22(1), 3-20.

Keywords

  • Teacher identity
  • Discourse analysis
  • Teacher education