The Performance of Reflection: A Grounded Analysis of Prospective Teachers’ ePortfolios

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Thomas, M. & Liu, K. (2012). The Performance of Reflection: A Grounded Analysis of Prospective Teachers’ ePortfolios. Journal of Technology and Teacher Education, 20(3), 305-330. Chesapeake, VA: SITE.
Retrieved from http://www.editlib.org/p/38513.

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Journal Information

Journal of Technology and Teacher Education
ISSN 1059-7069
Volume 20, Issue 3, July 2012
Society for Information Technology & Teacher Education  Chesapeake, VA

More Information on JTATE

Authors

Michael Thomas, University of Wisconsin-Madison, United States; Katrina Liu, University of Wisconsin-Whitewater, United States

Abstract

This paper reports on a grounded theory analysis of prospective teachers’ online reflections in an ePortfolio system as part of a university-based teacher preparation program requirement. Results indicate that prospective teachers tend to showcase or “sunshine” their teaching and learning experiences rather than reflect on them analytically and critically. This “sunshining” is accomplished by carelessly using academic buzzwords, whitewashing negative experiences by using down toners and blaming others for problems in their classrooms as expressed in their online reflections. The research also revealed some major reasons that contribute to why prospective teachers reflected in the way they did. This implies that authentic reflective processes must be better supported in online ePortfolio systems by teacher educators and ePortfolio designers.

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