Perceptions of Preservice Teachers Communicating with Visual Imagery in E-portfolios

Kimberley Lyles-Folkman, Joyce Pittman
The problem addressed in this study was to understand how preservice teachers documented and communicated learning via working eportfolios to demonstrate reflective practice in a teacher education class. The purpose of the study was to use mixed methods to understand how preservice teachers document and communicate their learning in working eportfolios and for reflective practice, to understand if the use of visual imagery supports them in demonstrating their competency in a teacher education
more » ... teacher education course. Because education now occurs in a technology-rich learning environment, visual imagery can chronicle learning and teaching experiences. This descriptive study was conducted in a teacher education classroom at a large state university in the southeast. The study focused on individual teachers who completed electronic portfolios as part of their clinical research, showing how they have used and implemented visual imagery and visual tools for assessment in their eportfolios. This study looked at preservice teachers' perceptions of using visual imagery in teaching and learning. Specifically, the questions asked were: 1) What are the most important attitudes and perceptions of preservice teachers that influence their use of visual imagery in eportfolios for reflective practice? 2) What are the differences in teachers' attitudes and perceptions towards use of visual imagery in eportfolios for reflective practice? 3) How do preservice teachers use visual imagery to structure eportfolios and illustrate evidence of reflective teaching and learning practice within their teacher preparation program? 4) How do preservice teachers describe how visual imagery supports or constrains reflective practice? 5) What are the preservice teachers' attitudes and perceptions of the technology challenges of using visual images in their electronic portfolios to support reflective practice? This study also addressed new teacher evaluation and professional growth implementation scheduled to launch in Georgia during the school year 2014-2015 (Geo [...]
doi:10.17918/etd-7039 fatcat:lszchifj3zgzblg6lec7tqkhxe