Document Type
Article
Date of Original Version
2015
Abstract
This study examined preservice teachers’ beliefs about e-portfolios as an indicator of their understanding of professional teaching standards through their experience in the development of an e-portfolio. This study analyzed a total of 112 pre-service teachers in an early childhood teacher education program in the U.S. Midwest. The results from hierarchical multiple regressions revealed that current program status and overall positive experience in the development of an e-portfolio were significant indicators of the preservice teachers’ beliefs about e-portfolios reflecting their understanding of standards. The results stress the importance of a positive experience in the development of an e-portfolio in helping preservice teachers better understand the standards pertaining to quality teacher education and standards-based performance through the development of an e-portfolio.
Citation/Publisher Attribution
Kim, H. (2015). Early Childhood Preservice Teachers’ Beliefs about e-Portfolios and Experiences in the Development of an e-Portfolio in the United States. International Journal of Early Childhood Education, 21(1), 39-56. Retrieved from http://210.101.116.28/W_files/kiss5/29204208_pv.pdf
Available at: http://210.101.116.28/W_files/kiss5/29204208_pv.pdf
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