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Exploring ePortfolios and weblogs as learning narratives in a community of new teachers.

dc.contributor.authorHughes, Julie
dc.date.accessioned2009-01-22T20:06:12Z
dc.date.available2009-01-22T20:06:12Z
dc.date.issued2008
dc.identifier.citationJISTE (Journal of the International Society for Teacher Education), 12(1): 38-49.
dc.identifier.urihttp://hdl.handle.net/2436/47880
dc.description.abstractDrawing upon student narratives, the author explores the extent to which a Post Graduate Certificate in Education (PGCE) teaching community at the University of Wolverhampton in the United Kingdom (UK), developed an approach to the process and product of e-portfolio which optimised the concrete outcomes required by external professional bodies, while harnessing the technology's potential for promoting collaboration and discursive reflection.
dc.language.isoen
dc.publisherInternational Society for Teacher Education
dc.relation.urlhttps://isfte.org/index.php/2008/03/21/jiste-12-1-the-future-of-teacher-education-and-professional-development/
dc.subjectBlogs
dc.subjectWeblogs
dc.subjectE-portfolios
dc.subjectE-learning
dc.subjectTeacher education
dc.titleExploring ePortfolios and weblogs as learning narratives in a community of new teachers.
dc.typeJournal article
dc.identifier.journalJISTE (Journal of the International Society for Teacher Education)
html.description.abstractDrawing upon student narratives, the author explores the extent to which a Post Graduate Certificate in Education (PGCE) teaching community at the University of Wolverhampton in the United Kingdom (UK), developed an approach to the process and product of e-portfolio which optimised the concrete outcomes required by external professional bodies, while harnessing the technology's potential for promoting collaboration and discursive reflection.


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