Using the e-Portfolio to document and evaluate growth in reflective practice
This research led to the development and application of a conceptual framework to support the professional growth of teachers within the domain of reflective practice.
Wesley Pitts, Lehman College, CUNY
Rachel Ruggirello, Washington University in St. Louis
International Journal of ePortfolio (IJeP), Vol 2 No 1, 2012
About the research
This case study focused on the electronic portfolio (e-portfolio) as a portrait of teacher growth in an in-service chemistry education graduate programme. The e-portfolio provided a multimedia space for systematic documentation of teacher professional growth within the domain of reflective practice. In this study, the outcome and illustration of authentic growth was theorised and evaluated using a system of quality criteria (ontological, educative, catalytic, and tactical).
Findings showed that successful e-portfolio entries illustrating reflective practice were created when teacher participants explicitly showed how they experienced growth (increased professional competency) over time through well-coordinated sets of baseline- and post-baseline evidence. The conceptual framework introduced in this article responds to calls for robust models to analyse growth through reflective practice in the development of e-portfolio pedagogy.