Walking the tightrope with an e-portfolio: imbalance between support and autonomy hampers self-directed learning

Abstract

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Introducing an ePortfolio into Practicum-Based Units: Pre-service Teachers’ Perceptions of Effective Support

“…Masters (2013) suggested that pre-service teachers were able to work independently with tasks below their ZPD or at their actual level of development, but need sufficient and responsive scaffolding within the ZPD. A responsive reaction will eventually see the learner take ownership of the concept, thus increasing learner autonomy (Beckers, et al, 2018;Masters, 2013). This responsivity is indicative of the transformation of participation theory proposed by Rogoff (2003).…”

“…For undergraduate pre-service teachers this necessitates critical reflection and documentation of evidence that demonstrates their proficiency at Graduate Teacher level (AITSL, 2014) which also demands a degree of self-directed learning (SDL) (Beckers, Dolmans, Knapen & van Merriënboer, 2018). Carefully selected and well-presented items demonstrating knowledge and expertise are essential for graduates as they compete with others for employment both nationally and overseas.…”

“…With this tangible end product, the pre-service teachers gained ownership and were more motivated to engage with it. There is consensus amongst the literature that increased ownership is associated with a heightened degree of learner autonomy (Beckers, et al, 2018).…”

“…While the support providers need to successfully engage the pre-service teachers with using PebblePad, the ongoing learning becomes a shared responsibility and a collegial environment in which to problem-solve needs to develop (Edwards, 2013). This approach necessitates time to practice in an environment that supports trial, discovery and sharing and where pre-service teachers gradually assume responsibility over their own learning process (Beckers, et al, 2018).…”

“…Similarly, the data collected from the third-year cohort indicated that they felt a loss of support after the initial instructional tutorial session, even with the support provider being present each week. Beckers, Dolmans, Knapen and van Merriënboer (2018) identified that many students lack self-directed learning skills, which may explain why these pre-service teachers did not access the PebblePad help videos and other supports. It is possible that these SDL skills in using PebblePad needed to be further embedded in the unit and the level of support slowly released as indicated earlier.…”