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
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.
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
Review of (Early) Teacher Education
GTCNI Teacher Competence ModelThe ‘Big Picture’
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).
Continuing Professional Development
Initial Teacher Education
Performance Review Staff Development
Early Professional Development
UPS and Thresholds
How Learning is Recorded
Professional Development Activities
Assessments and Certificates
Professional Qualification for Headship NI
Career Entry Profile
Teachers’ Career Progression
UnitOverview of Teacher e-portfolio project: Professional context
Completed prior to commencing the first school placement
Completed at the end of the first school placement.
Personal details and placement school information
National Teaching competence headings
Aide-memoires for each area of competence
Supporting evidence – click to view
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
For additional information