The Economics of Learning: Tradeoffs in Student Teachers' Use of Multipurpose Digital Portfolios

Autor/inn/en	Chye, Stefanie; Zhou, Mingming; Koh, Caroline; Liu, Woon Chia
Titel	The Economics of Learning: Tradeoffs in Student Teachers' Use of Multipurpose Digital Portfolios
Quelle	In: Technology, Pedagogy and Education, 32 (2023) 2, S.151-169 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhou, Mingming)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-939X
DOI	10.1080/1475939X.2022.2156591
Schlagwörter	Student Teachers; Portfolios (Background Materials); Electronic Publishing; Teacher Education Programs; Economic Factors; Foreign Countries; Use Studies; Experiential Learning; Singapore + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Elektronisches Publizieren; Ökonomischer Faktor; Ausland; Benutzerschulung; Experiental learning; Erfahrungsorientiertes Lernen; Singapur
Abstract	Digital portfolios have gained an increasing prominence in teacher education programmes around the world as a consequence of research which purports their multiple benefits to users and of their potential to represent beginning teachers' practices. Despite the current popularity of digital portfolios, the nature of their use is still not well understood. This article explores how student teachers use digital portfolios in a teacher education programme in Singapore from an economics perspective. It posits that the adoption of an economic lens would shed new light on existing understandings and raise awareness of how and why student teachers use digital portfolios the ways they do. Reference to a range of economic concepts would will help to better understand educational outcomes. The article considers the implications of the findings for informing how digital portfolios are implemented and raises issues for consideration in further implementation efforts and in future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01