Learning with Digital Portfolios: Teacher Candidates Forming an Assessment Identity

Authors

DOI:

https://doi.org/10.5206/cjsotlrcacea.2022.1.11108

Keywords:

teacher identity, assessment, digital portfolios

Abstract

This study focuses on how the use of digital portfolios in teacher education can support teacher candidates to shift their understanding of assessment as they form their assessment identity. The study was in the context of a changing curriculum and assessment practices promoted in British Columbia. We draw on data from a cohort of teacher candidates in the first term of a 16-month post-degree teacher education program, where they created a digital portfolio across multiple courses as part of their final assessment to be used in an exit interview with instructors and teaching professionals from the field. Narratives of teacher candidates’ experiences were collected to shed light on their changing understanding of assessment for learning practices and their emerging teacher identity as assessors promoted by the digital portfolio process. Significance of using digital portfolios to support their process of becoming teachers is focused in conclusion of the paper.

Author Biographies

Hong Fu, University of Victoria

Dr. Hong Fu is currently a Research Associate and Instructor in the Department of Curriculum and Instruction, University of Victoria. Her research interests and experience in teacher identity, educational assessment, digital portfolio and technology, and preparing teacher candidates to teach English language learners. She is also involved in Education Leadership programs for school teachers and administrators outside Canada.

ORCID number: https://orcid.org/0000-0003-2684-4546

Tim Hopper, University of Victoria

Dr. Hopper is an associate professor in the Faculty of Education, University of Victoria, BC. He received his PhD from the University of Alberta. His scholarly work focuses on teacher education, physical education, and applications of complexity theory in teaching and learning. Dr. Hopper has taught at all levels of the school curriculum both in Canada and the UK. His current SSHRC sponsored research focuses on the use of digital-portfolios in local schools to develop assessment for learning approaches in curriculum development.

ORCID number: https://orcid.org/0000-0002-1347-5422

Kathy Sanford, University of Victoria

Dr. Kathy Sanford is a Professor in the Faculty of Education at the University of Victoria. Her research interests include teacher education, ePortfolios as alternative forms of learning and assessment, nonformal and informal adult education, gender pedagogy, and multiliteracies. She is currently working on research focused on learning in professional programs, ePortfolio development in three professional programs to support students’ learning and growth, video games and youth civic engagement, and museum/library education.

ORCID number: https://orcid.org/0000-0002-7375-7667

 

David Monk, Gulu University

https://orcid.org/0000-0002-9178-6576  

David is a Lecturer in the Faculty of Education and Humanities and Co-chair of the Gulu Centre for Community Based Participatory Action Research and Lifelong Learning at Gulu University, Uganda. David is interested in empowering, transformative praxis embedded in critical deep ecological principles that challenge hegemonic power and includes action to address systemic social and ecological injustices.

Downloads

Published

2022-02-15

How to Cite

Fu, H., Hopper, T. ., Sanford, K., & Monk, D. (2022). Learning with Digital Portfolios: Teacher Candidates Forming an Assessment Identity . The Canadian Journal for the Scholarship of Teaching and Learning, 13(1). https://doi.org/10.5206/cjsotlrcacea.2022.1.11108

Issue

Vol. 13 No. 1 (2022)

Section

Research Papers

License

Contribution Policy

The Canadian Journal for the Scholarship of Teaching and Learning ("Journal") is the official journal of The Society for Teaching and Learning in Higher Education ("Society"). The Journal publishes research and commentary on the scholarship of teaching and learning.

To submit an article (the "Article"):

  1. You must be the author, or the authorized agent of the author(s) and copyright holder (if different from the author(s));
  2. the author(s) must have approved the work for publication;
  3. the author(s) must have agreed to submit the article to the Journal;
  4. the author(s) must accept full responsibility for the content of the Article;
  5. the Article must be the Author(s) original work and must not contain any libelous or unlawful statements or infringe on the rights or privacy of others or contain material or instructions that might cause harm or injury
  6. the Article must not have been previously published, is not pending review elsewhere, and will not be submitted for review elsewhere pending the completion of the editorial decision process at the Journal.

By submitting the Article, you represent and warrant that the above are true.

Each article submitted will undergo the Journal's editorial decision process. The Journal is not under any obligation to publish the Article. We will send you notices at the email address associated with your account.

Authors, whose work is accepted for publication in the Journal, retain all copyright in their work. Prior to publication, authors will grant the Journal written permission in perpetuity, on a non-exclusive basis, to publish their work in written, electronic, and any other formats and to make it available on academic databases, indexes, and directories. Authors may publish their works, which were initially published in the Journal, in other contexts, so long as any subsequent publications note the prior publication of the work in the Journal. Any subsequent publication of the article by the author will not affect the publishing of the work by the Journal.

An author contributing an article to the Journal may reference the work of other authors in an article. This may require the contributing author to obtain the consent of such other authors. It is the sole responsibility of the contributing author to obtain any consent necessary.

In order for an author’s work to be published in the Journal, the author must enter into a formal license agreement with the Journal.

Submitted articles cannot have been previously published, nor be forthcoming in an archival journal or book (print or electronic). Please note: "publication" in a working-paper series does not constitute prior publication. In addition, by submitting material to The Canadian Journal for the Scholarship of Teaching and Learning, the author is stipulating that the material is not currently under review at another journal (electronic or print) and that he or she will not submit the material to another journal (electronic or print) until the completion of the editorial decision process at The Canadian Journal for the Scholarship of Teaching and Learning. If you have concerns about the submission terms for The Canadian Journal for the Scholarship of Teaching and Learning, please contact the editors.

Similar Articles

1 2 3 4 5 6 7 8 9 10 > >> 

You may also start an advanced similarity search for this article.