EPortfolio as a tool for reflection and self-reflection. Issue 3 (4th May 2018)

• Record Type: Journal Article
• Authors: Slepcevic-Zach, Peter; Stock, Michaela
• Is Part Of: Reflective practice. Volume 19:Issue 3(2018)
• Page Start: 291
• Page End: 307
• Publication Date: 2018-05-04
• Subjects: Secondary Teacher Education -- evaluations -- professional development -- reflection -- portfolio; Professions -- Periodicals; Reflection (Philosophy) -- Periodicals; Thought and thinking -- Periodicals; Self-knowledge, Theory of -- Periodicals; Career development -- Periodicals; 370.15
• DOI: 10.1080/14623943.2018.1437399
• Languages: English
• ISSNs: 1462-3943

Abstract

Abstract: The request and promotion of reflection begins with an analysis of one's own understanding of education and learning as well as the connection of reflection and self-reflection and the competence development of students. A self-reflective attitude should be promoted early on by encouraging students to understand (reflection), to evaluate (evaluation), and, if necessary, to adapt (regulation) their own learning behavior. To encourage reflection, self-reflection, and competence development, the use of an ePortfolio can provide a valuable contribution. However, the implementation process of an ePortfolio for pre-service teachers remains a debated method. This research paper investigates the impact and sustainability of an ePortfolio-implementation regarding students' competence development and reflection skills in a Master's Program for Business Education and Development (BED). The survey was conducted between October 2011 and June 2014 (n = 811) and consists of six sequential questionnaires. The students assessed the positive impact on their (self-)reflection. When being asked about their most distinctive competences, students' responses emphasize their previous ePortfolio-sessions, thus indicating a positive impact of the ePortfolio on students' self-perceived competences.