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E-merging experiences of tutors in the transition from paper-based to e-portfolio use in teacher education. Pamela Cowan 1 , Jill Dunn 2 , Siobhan O’Doherty 3 and Victor McNair 4 1 Queen’s University Belfast 2 Stranmillis University College 3 St Mary’s University College

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E-merging experiences of tutors in the transition from paper-based to e-portfolio use in teacher education.

Pamela Cowan1, Jill Dunn2, Siobhan O’Doherty3 and Victor McNair4

1Queen’s University Belfast

2Stranmillis University College

3St Mary’s University College

4University of Ulster.


Where do we live our lives
Where do we live our lives? paper-based to e-portfolio use in teacher education.

  • Mobile phones - texting

  • Social networking

  • Blogging

  • A connected society transforming how we operate…can education join the frenzy of living online?


Starting point
Starting point…. paper-based to e-portfolio use in teacher education.

  • Is there a role for educationalists to adopt the latest ‘social gizmo’?

  • What benefits could be accrued? For whom?

  • How could students’ existing skills and expertise be honed to current requirements of award-bearing courses?

  • How do tutors react to such a change?



What the literature says
What the literature says… of ITE focusing specifically on the compulsory assessed elements of the school-based placement and the production of the Formative Profile Report (FPR) and Career Entry Profile (CEP).

  • Harnessing Technology: Next Generation Learning 2008-2014 (Becta, 2008, p. 11)

    • “making the learning experience more dynamic”

    • Allowing “education and learning professionals to engage effectively with learners”


E confident systems require e maturity
E-confident systems require e-maturity of ITE focusing specifically on the compulsory assessed elements of the school-based placement and the production of the Formative Profile Report (FPR) and Career Entry Profile (CEP).

  • E-confident systems emerge from an ‘enabled’ infrastructure, ‘capable’ uses of technology and ‘confident’ user base receiving personalised learning.

  • E-maturity – “the capacity of a learning institution to make strategic and effective use of technology to improve educational outcomes” (Becta, 2008, p. 20)

    • 4 Levels of E-maturity:

      • beginning;

      • developing;

      • performing;

      • outstanding (Becta, 2009).

  • Reflection - looking at ourselves first!


The big picture

Reflective Teacher of ITE focusing specifically on the compulsory assessed elements of the school-based placement and the production of the Formative Profile Report (FPR) and Career Entry Profile (CEP).

emPowering Schools Strategy

PQH

Chartered Teacher

Review of (Early) Teacher Education

PRSD

GTCNI Teacher Competence Model

The ‘Big Picture’

Te-PNI


Overview of teacher e portfolio project professional context

Early Teacher Education of ITE focusing specifically on the compulsory assessed elements of the school-based placement and the production of the Formative Profile Report (FPR) and Career Entry Profile (CEP).

(3 Years)

Continuing Professional Development

(Career-Long)

Education

Phase

Initial Teacher Education

Performance Review Staff Development

Early Professional Development

Accredited

Courses

Teacher Leadership

UPS and Thresholds

Induction

How Learning is Recorded

(Milestones)

Professional Development Activities

PRSD

Portfolio

(Annually)

Evidence of

Competence

Assessments and Certificates

Professional Qualification for Headship NI

Formative

Profile

Report

Induction

Portfolio

Career Entry Profile

Teachers’ Career Progression

Lead

Agency

HEIs

Education and

Library Boards

(CASS)

Schools

Schools

Schools

HEIs

Regional

Training

Unit

Overview of Teacher e-portfolio project: Professional context


Potential benefits of tep
Potential benefits of TeP of ITE focusing specifically on the compulsory assessed elements of the school-based placement and the production of the Formative Profile Report (FPR) and Career Entry Profile (CEP).

  • Increase students’ motivation;

  • Empower students as learners;

  • Enhance access to tutor support;

  • Immersion in process of reflection;

  • Sustainability over time;

  • ‘E-confidence’ of users;

  • ‘E-maturity’ of institution.


Theoretical framework
Theoretical framework of ITE focusing specifically on the compulsory assessed elements of the school-based placement and the production of the Formative Profile Report (FPR) and Career Entry Profile (CEP).

  • Social constructivist view;

  • Reflective practitioner;

  • Online community of practice evolving;

    • Tutors

    • Peer group

    • (Teacher tutors in schools)


Sample
Sample of ITE focusing specifically on the compulsory assessed elements of the school-based placement and the production of the Formative Profile Report (FPR) and Career Entry Profile (CEP).

  • Approximately 60 PGCE student teachers from the 4 participating institutions;

    • Variety of subject backgrounds: ICT, Technology & Design , Early Years and IME.

    • 4 co-ordinating tutors training students and colleagues (9 supporting tutors)


Methodology
Methodology of ITE focusing specifically on the compulsory assessed elements of the school-based placement and the production of the Formative Profile Report (FPR) and Career Entry Profile (CEP).

  • Mixed methods

    • student and tutor questionnaires and

    • focus group interviews.

  • Statistical analysis of questionnaire data;

  • Thematic analysis of interviews.

  • [Activity – complete Action Plan(s), FPR and CEP at key stages in PGCE year.]


  • Action plan
    Action Plan of ITE focusing specifically on the compulsory assessed elements of the school-based placement and the production of the Formative Profile Report (FPR) and Career Entry Profile (CEP).

    Completed prior to commencing the first school placement


    Action plan1
    Action Plan of ITE focusing specifically on the compulsory assessed elements of the school-based placement and the production of the Formative Profile Report (FPR) and Career Entry Profile (CEP).

    Completed at the end of the first school placement.


    Formative profile report
    Formative Profile Report of ITE focusing specifically on the compulsory assessed elements of the school-based placement and the production of the Formative Profile Report (FPR) and Career Entry Profile (CEP).

    Personal details and placement school information

    National Teaching competence headings

    Aide-memoires for each area of competence

    Student-tutor collaboration


    Fpr evidence attached
    FPR – evidence attached of ITE focusing specifically on the compulsory assessed elements of the school-based placement and the production of the Formative Profile Report (FPR) and Career Entry Profile (CEP).

    Supporting evidence – click to view


    Fpr evidence attached1
    FPR – evidence attached of ITE focusing specifically on the compulsory assessed elements of the school-based placement and the production of the Formative Profile Report (FPR) and Career Entry Profile (CEP).


    Instrument student questionnaire
    Instrument – student questionnaire of ITE focusing specifically on the compulsory assessed elements of the school-based placement and the production of the Formative Profile Report (FPR) and Career Entry Profile (CEP).

    • Questionnaire sections:

      • Teaching and Learning

        • Action plan

        • Formative Profile report

        • Career Entry Profile

      • Attitudes to TeP

        • Technical

        • Role of tutor

        • My personal experiences of using TeP

    • 4 point Likert scale


    Findings students
    Findings - students of ITE focusing specifically on the compulsory assessed elements of the school-based placement and the production of the Formative Profile Report (FPR) and Career Entry Profile (CEP).

    74% of students felt the FPR was time-consuming to complete, 51% thought it was valuable and 25% felt it was a core part of their competence development as a teacher

    67% of students felt the CEP was time-consuming to complete, 57% thought it was valuable and 37% felt it was a core part of their competence development as a teacher

    • Internal consistency of each scale > 0.9 apart from Technical issues (a = 0.74)


    Findings tutors
    Findings – tutors of ITE focusing specifically on the compulsory assessed elements of the school-based placement and the production of the Formative Profile Report (FPR) and Career Entry Profile (CEP).

    • Internal consistency > 0.9 on scales

      • 5 point scale from Poor/no use to Very useful

    • 53.8% of tutors stated the TeP should continue into Induction and EPD only, 23.1% said it should be career-long.

    • Tutors requested training on areas such as using thoughts/blogs, accessing/navigating different facilities and responding to shared work from students.

    • More time was spent giving online feedback by over 50% of tutors.

    • Over 50% of tutors favoured using the TeP to support professional development only – not for assessment purposes – and almost 80% supported the inclusion of evidence to support reflections.


    Conclusions students
    Conclusions - students of ITE focusing specifically on the compulsory assessed elements of the school-based placement and the production of the Formative Profile Report (FPR) and Career Entry Profile (CEP).

    • No major difficulties experienced by students in TeP;

    • Some evidence of experimentation with other features – sharing with peers for feedback was most frequently used;

    • Students positive about role of tutors and completing FPR and CEP;

    • Less positive about overall experience of TeP;

    • In interviews they agreed that TeP work had focused their attention on reflective practice and competences;

    • Students valued the e-FPR in directing them towards key areas requiring development and use of action plans for goal setting and its links to CEP.


    Conclusions tutors
    Conclusions - tutors of ITE focusing specifically on the compulsory assessed elements of the school-based placement and the production of the Formative Profile Report (FPR) and Career Entry Profile (CEP).

    • Tutors felt the TeP assisted students in self-reflection, goal setting and familiarising themselves fully with the competence model.

    • They agreed that the TeP encouraged students to develop an evidence-based approach to their professional development and to start to engage in professional dialogue with peers and tutors.

    • Tutors were in favour of the supportive role of the TeP for the early years of teaching rather than a career-long commitment.

    • They were split around 50% for the time spent in various supporting roles both F2F and online and preferring the e-portfolio to its paper-based equivalent.


    Future study
    Future study of ITE focusing specifically on the compulsory assessed elements of the school-based placement and the production of the Formative Profile Report (FPR) and Career Entry Profile (CEP).

    • Limitations

      • sample size

      • range of tutors involved

    • Areas to be developed

      • roll out to wider ITE group and more tutors

      • range of built-in features used

      • range of multimedia embedded as evidence.


    Final comment
    Final comment of ITE focusing specifically on the compulsory assessed elements of the school-based placement and the production of the Formative Profile Report (FPR) and Career Entry Profile (CEP).

    • Very pleased with the pilot study and students keen to continue working in the TEP during Induction and EPD;

    • Interest growing from other tutors keen to try the TeP.

      For additional information

      [email protected]


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