Exploring Student Teachers' Views on ePortfolios as an Empowering Tool to Enhance Self-Directed Learning in an Online Teacher Education Course

Autor/in	van Wyk, Micheal M.
Titel	Exploring Student Teachers' Views on ePortfolios as an Empowering Tool to Enhance Self-Directed Learning in an Online Teacher Education Course
Quelle	In: Australian Journal of Teacher Education, 42 (2017) 6, S.1-21, Artikel 1 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Student Teacher Attitudes; Electronic Publishing; Portfolios (Background Materials); Student Empowerment; Independent Study; Online Courses; Preservice Teacher Education; Phenomenology; Data Analysis; Knowledge Level; Pedagogical Content Knowledge; Technological Literacy; Student Centered Learning; Foreign Countries; Professional Identity; Outcomes of Education; Open Universities; Distance Education; Web 2.0 Technologies; South Africa + Suchen Sie Ihr Suchwort? Elektronisches Publizieren; Studienberechtigung; Selbststudium; Online course; Online-Kurs; Lehramtsstudiengang; Lehrerausbildung; Phenomenological psychology; Phänomenologie; Psychologie; Auswertung; Wissensbasis; Pädagogische Kompetenz; Technisches Wissen; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Ausland; Lernleistung; Schulerfolg; Offene Universität; Distance study; Distance learning; Fernunterricht; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This paper explores Economics student teachers' views on ePortfolios as an empowering tool to enhance self-directed learning in an online teacher education course. An interpretive phenomenological research approach was employed for data collection and a purposive convenient sampling technique was selected to collect data. Only Postgraduate Certificate of Education (PGCE) and Batchelor of Education (BEd) Senior Phase/Further Education and Training Economics Subject Methodology (SDEC00N) student teachers registered on myUnisa for the modules were targeted. Multiple sections from the ePortfolios that had been considered for the purpose of this study were taken from their creative writing assignments, a research projects, lesson plans, reflective journal entries, podcasts, blog postings. Data were collected and analysed on a weekly basis to create a plethora of information. Student teachers felt that they were empowered with different subject content knowledge, technological pedagogical content knowledge (TPCK) and other technologies, student-centred methods and techniques through the ePortfolio project. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01