The use of portfolios as a reflective learning tool in initial teacher education: a Maltese case study

Chetcuti, Deborah

doi:10.1080/14623940601139111

Cited by 18 publications

(14 citation statements)

References 19 publications

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“…The results of the current study confirm previous findings; namely that electronic portfolios support the teacher's need for assessment and the student's need for deep learning (for example, Avraamidou & Zembal Saul, 2002;Barrette, 2007;Chetcuti, 2007;Stansberry & Kymes, 2007). However, whereas much of the previous research was conducted by researchers external to the classroom and focused on post-secondary students (Checuti et al 2006;Fiedler & Kanner, 2004;Tosh et al 2009), the current study, which was based on action research, employed both quantitative and qualitative research methods and focused on high school students.…”

Section: Electronic Portfolios To Support Assessment and Deep Learningsupporting

confidence: 80%

“…Later, I will discuss the use of wikis and blogs to also support student reflection. Avraamidou and Zembal-Saul (2002) and Chetcuti (2007) I wrote in my personal journal…”

Section: Deep Learningmentioning

confidence: 99%

“…Bilken as well as interview techniques used by Chetcuti (2007) in a study she completed that examined the use of portfolios as reflective learning tools in teacher education .…”

Section: Ethicsmentioning

confidence: 99%

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Electronic portfolios: Tools for supporting the teacher's need for assessment and the student's need for deep learning.

Newbery¹

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Section: Electronic Portfolios To Support Assessment and Deep Learningsupporting

confidence: 80%

“…Later, I will discuss the use of wikis and blogs to also support student reflection. Avraamidou and Zembal-Saul (2002) and Chetcuti (2007) I wrote in my personal journal…”

Section: Deep Learningmentioning

confidence: 99%

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Electronic portfolios: Tools for supporting the teacher's need for assessment and the student's need for deep learning.

Newbery¹

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“…The portfolio is seen as a tool for reflecting on learning (Chetcuti;Fernsten & Fernsten, 2005;Darling, 2001;Wade & Yarborough, 1996;Loughran & Corrigan, 1995). Pavlovich (2007, p. 284) sees reflection as a key element of journal writing, helping the writer "to stand outside the experience, to see it more objectively, and to become detached from the emotional outcomes".…”

Section: Reflective Writing In Teacher Education: Potential and Problemsmentioning

confidence: 99%

Scaffolding or stifling? The influence of journal requirements on students’ engagement in reflective practice

McGarr

Moody

2010

Reflective Practice

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This study aimed to examine student teachers' opinions of changes to reflective practice requirements during a five-week teaching practice placement as part of a one-year postgraduate initial teacher education programme. The results highlighted that prior to the changes, students saw little relevance in the reflective writing requirements while on teaching placement. Students saw the new requirements as more beneficial as they provided them with more time to reflect and greater opportunities to explore issues relevant to their professional development. Teacher educators need to consider carefully the reflective practice requirements of professional placements in order to ensure that they foster critical reflection and that they are not seen by students as mandatory paper exercises.

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“…Subsequently, the Health Professions Council set up a unique CPD framework based on standards to be achieved through a mixture of learning activities relevant to current and future practice, personal contribution to practice and service development, and assessed through a written portfolio of evidence. In addition, acknowledging that there are several approaches to CPD, the Health Professions Council determined that the portfolio of evidence should not be based on a specific number of credits or hours but the creation of a portfolio of reflective writing [11,12]. On a Europe-wide level, the published literature on CPD within radiography is scarce and a comprehensive survey of the literature only identified one publication of note [13].…”

Section: Introductionmentioning

confidence: 99%

Maltese Radiographers' Attitudes towards Continuing Professional Development: An Initial Study Using Concept Maps

Castillo

Caruana

2014

Journal of Medical Imaging and Radiation Sciences

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Purpose: The Council for the Professions Complementary to Medicine in Malta recently published a draft document regarding the introduction of mandatory continuing professional development (CPD) for radiographers. This study explored the attitudes and motivators of Maltese radiographers prior to the implementation of mandatory CPD in order to provide the necessary information required by management to develop CPD successfully. Concept maps are used as part of a methodology to analyse qualitative data.Methods: All radiographers working in the National Health Service were invited to complete an anonymous web-based questionnaire. Results:The study showed that participants generally had a positive attitude towards CPD but were concerned about the mandatory aspect. The participants were mostly motivated by increasing professional knowledge, updating existing qualifications, and enhancing the status of the profession as a whole. Radiographers identified several difficulties with respect to CPD participation, such as lack of funding, lack of management support, and not enough local CPD opportunities. CPD participation was also negatively influenced by family commitments. Conclusion:The study showed that the majority of radiographers were self-motivated to engage in CPD activities, but there were some concerns. Based on these results, the authors suggest recommendations for allaying apprehension and producing the necessary conditions for a successful mandatory CPD scheme.R ESUM E Objet: Le Council of Professions Complimentary to Medicine (CPCM) de la R epublique de Malte a publi e r ecemment une ebauche sur la mise en place de la formation professionnelle continue (FPC) obligatoire pour les technologues en radiologie. L' etude examine les r eactions et les motivations des technologues en radiologie du pays avant l'implantation de la FPC obligatoire pour recueillir les donn ees n ecessaires a la direction qui souhaite instaurer une FPC obligatoire r eussie. On a utilis e les cartes conceptuelles dans la m ethodologie d'analyse des donn ees qualitatives.M ethode: Tous les technologues en radiologie des services de sant e nationaux ont et e invit es a r epondre sans s'identifier a un questionnaire affich e sur le Web.R esultats: L' etude a d emontr e que les participants se montraient plutôt positifs a l' egard de la FPC, mais qu'ils s'inqui etaient qu'on la rende obligatoire. Ils etaient avant tout motiv es par l'augmentation des connaissances professionnelles, la mise a niveau des comp etences et la hausse g en erale du niveau de la profession. Parmi les difficult es cit ees par les technologues en radiologie au sujet de la participation a la FPC, citons le manque de fonds, le manque d'appui de la direction, le manque de formations r egionales. La participation a la FPC est aussi rendue difficile par les obligations familiales.Conclusion: L' etude a d emontr e que la majorit e des technologues en radiologie etaient motiv es a participer a des activit es de FPC, mais que certaines inqui etudes etaient pr esentes.A...

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The use of portfolios as a reflective learning tool in initial teacher education: a Maltese case study

Cited by 18 publications

References 19 publications

Electronic portfolios: Tools for supporting the teacher's need for assessment and the student's need for deep learning.

Electronic portfolios: Tools for supporting the teacher's need for assessment and the student's need for deep learning.

Scaffolding or stifling? The influence of journal requirements on students’ engagement in reflective practice

Maltese Radiographers' Attitudes towards Continuing Professional Development: An Initial Study Using Concept Maps

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