Research Article
BibTex RIS Cite

Sınıf Öğretmeni Adaylarının E-Portfolyo Uygulaması Deneyimleri

Year 2018, Volume: 9 Issue: 2, 102 - 124, 30.04.2018
https://doi.org/10.17569/tojqi.397652

Abstract

Bilgi
toplumunda, küreselleşme olgusu, bilginin hızla yayılması ve geniş kitlelere
ulaşması, farklı özellikteki kültürlerin birlikte yaşama zorunluluğu, bilim ve
teknolojideki gelişmeler tüm kurumların olduğu gibi eğitim kurumlarının da
işlevlerini değişime uğratmıştır. Öğrencilere
kendi kendilerini değerlendirmede ve kendilerini ifade etme becerilerini
geliştirmede yardımcı olması, çalışmaların belirli bir süreç boyunca toplanması
nedeniyle belirli bir zaman diliminde gerçekleşen gelişimi gösterme olanağı
tanıması gibi özellikleri dikkate alınarak portfolyoların ölçme değerlendirme
sürecinde kullanımı öngörülmüştür. Eğitim teknolojisindeki ilerlemeler
düşünüldüğünde öğretmenlerin ya da öğretmen adaylarının ürünlerinin bir sonraki
eğitim sürecine ve diğer öğretmenlere ve adaylara taşımasını sağlayabilecek
olan e-portfolyo uygulamalarının yaygınlık kazanacağı söylenebilir.   Bu gelişim ve değişimler dikkate alındığında
sınıf öğretmeni adaylarının Fen ve Teknoloji Öğretimi II dersinde e-portfolyo
uygulamasına yönelik değerlendirmelerinin ve süreçte kendilerine ilişkin
kazanımlarının belirlenmesinin alana katkı sağlayacağı ön görülmektedir. Sınıf
öğretmeni adaylarının e-portfolyo uygulamasına ilişkin kendilerine yönelik değerlendirmelerinin
ortaya konulması amaçlandığı araştırmada, nitel araştırma desenlerinden
fenomenoloji (olgubilim) yaklaşımından yararlanılmıştır. Bu araştırmada, sınıf
öğretmeni adaylarının Fen ve Teknoloji Öğretimi II dersinde e-portfolyo
uygulamasına yönelik değerlendirmelerinin ve süreçte kendilerine ilişkin
kazanımlarının ortaya çıkarılması amaçlanmıştır. Araştırmada e-portfolyo
oluşturma sürecinin   “Pedagojik
Bilgi”,  “Alan Bilgisi”, “ Teknoloji
Kullanım Becerisi ”  ve “ Düşünme
Becerisi” alt başlıklarında sınıf öğretmeni adaylarına katkı sağladığı sonucuna
ulaşılmıştır. 

References

  • Barrett, H. (2000). Electronic teaching portfolios: Mulitmedia skills + portfolio development =powerful professional development. http://www.electronicportfolios.com/portfolios/site2000.html adresinden 02.08.2017 tarihinde alınmıştır.
  • Belgard, SF. (2013). Portfolios and e-portfolios: Student reflection, self-assessment, and goal setting in the learning process. In JH. McMillan (Ed), Sage handbook of research on classroom assessment içinde (ss.331–346). Thousand Oaks, CA: Sage Publications.
  • Briscoe, C., and Wells, E. (2002). Reforming Primary Science Assessment Practices: A Case Study of One Teacher’s Professional Development through Action Research. Sci. Ed., 86, 417–435. doi:10.1002/sce.10021
  • Butler, P. (2006). A Review Of The Literature On Portfolios And Electronic Portfolios. eCDF ePortfolio Project Steering Committee. https://www.researchgate.net/publication/239603203_A_Review_Of_The_Literature_On_Portfolios_And_Electronic_Portfolios adresinden 10.07.2017 tarihinde alınmıştır.
  • Chang, C. (2001). A Study on the Evaluation and Effectiveness Analysis of WebBased Learning Portfolio. Bjet, 32, 4, 435-458.
  • Demirli, C. ve Gürol, M. (2007) An Overvıew Of The Electronıc Portfolıo Process. E Journal of New World Sciences Academy, 2, (3)
  • Fry, H, Ketteridge, S.& Marshall, S. (2009). A handbook for teaching and learning in higher education enhancing academic practice. New York: Published in the UK by Routledge.
  • Garrett, N. (2011). An e-portfolio design supporting ownership, social learning, and ease of use. Educational Technology & Society, 14(1), 187–202.
  • Granberg, C. (2010). E-portfolios in teacher education 2002–2009: The social construction of discourse, design and dissemination. European Journal of Teacher Education, 33(3), 309–322
  • Heath, M. (2002). Electronic portfolios for reflective self-assessment. Teacher Librarian, 30(1),19-23.
  • Heath, M. (2005). Are you ready to go digital? The pros and cons of electronic portfolio development. Library Media Connection, 23(7), 66-70.
  • Hoekstra, A. & Crocker, J.C. ( 2015). Design, implementation, and evaluation of an ePortfolio approach to support faculty development in vocational education. Studies in Educational Evaluation, 46, 61-43.
  • Joyes G, Gray L & Hartnell-Young E 2010. Effective practice with e-portfolios: How can the UK experience inform implementation? Australasian Journal of Educational Technology, 26(1), 15–27. doi: 10.14742/ajet.1099
  • Granberg, C. (2010). E-portfolios in teacher education 2002–2009: the social construction of discourse, design and dissemination. European Journal of Teacher Education, 33 (3) 309-322
  • Gülbahar, Y ve Köse, F. (2006). Öğretmen adaylarının değerlendirme için elektronik portfolyo kullanımına ilişkin görüşleri. Ankara Üniversitesi Eğitim Fakültesi Dergisi 39 (2), 75-93.
  • Gülbahar, Y. (2009a). Usage of electronic portfolios for assestment. In L.T. Wee Hin, ve R. Subramanian (Eds.) Handbook of research on media literacy at the k-12 level. ıssues and challenge içinde (ss. 702-719). New York: Information Science Reference.
  • Gülbahar, Y. (2009b). E- öğrenme. (1. Baskı). Ankara: Pegem Akademi.
  • Kan, A.(2007). Portfolyo değerlendirme. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 32, 133-144
  • Kutlu, Ö., Doğan C.H. ve Karakaya, İ. ( 2009). Öğrenci başarısının belirlenmesi. (2. Baskı). Ankara: Pegem Akademi.
  • Lawrenz, F., Huffman, D., and Welch, W., (2000). Policy considerations based on a cost analysis of alternative tests formats in large scale sciences assessments. Journal of Research in Sciences Teaching, 37 (6).
  • Love, T., & Cooper, T. (2004). Designing online information systems for portfolio-based assessment: Design criteria and heuristics. Journal of Information TechnologyEducation, 3, 65-81.
  • Lyons, N., Hyland, A., & Ryan, N. (2002). Advancing the scholarship of teaching and learning through a reflective portfolio process: The University College Cork experience. Cork: University College Cork.
  • Önal, N. ve Çakır, H. (2015). Eğitim fakültesi öğretim elemanlarının teknolojik pedagojik içerik bilgilerine ilişkin özgüven algıları. Hasan Âli Yücel Eğitim Fakültesi Dergisi, 117, 117-131
  • Shroff, R., Trent, J. ve Ng., E. (2013). Using e-portfolios in a field experience placement: Examinig student-teachers’ attitudes towards learning in relatioship to personal value, control and responsibility. Australasian Journal of Educational Technology, 29 (2).
  • Tatlı, Z., İpek-Akbulut, H. ve Altınışık, D. (2016). The impact of Web 2.0 tools on pre-service teachers’ self confidence levels about TPCK. Turkish Journal of Computer and Mathematics Education, 7(3), 659-678.
  • Van Wyk, M. M. (2017). Exploring student teachers’ views on eportfolios as an empowering tool to enhance self-directed learning in an online teacher education course. Australian Journal of Teacher Education, 42(6). http://dx.doi.org/10.14221/ajte.2017v42n6.1
  • Wade, R. C., & Yarbrough, D. B. (1996). Portfolios: A tool for reflective thinking in teacher education? Teaching and Teacher Education, 12(1), 63-79.Wang, S. (2009). E-Portfolios for integrated reflection. Issues in Informing Science and Information Technology 6, 449–460
  • Yaşar, Ş. (2005). Sosyal bilgiler programı ve öğretimi. Eğitimde yansımalar: VIII Yeni İlköğretim Programlarını Değerlendirme Sempozyumu, Bildiriler Kitabı, 329–342. Yayla, G. (2011). Fen ve teknoloji öğretmenlerinin tecrübeleriyle alternatif ölçme ve değerlendirme yaklaşımlarına yönelik öz yeterlikleri arasındaki ilişki. 2 nd International Conference on New Trends in Education and Their Implications, Bildiri Kitabı, 879-883.
  • Yıldırım, A. ve Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. (8. Baskı). Ankara: Seçkin Yayınları.
  • Zeichner, K. ve Wray, S. (2001). The teaching portfolio in US teacher education programs: What we know and what we need to know. Teaching and Teacher Education, 17(5), 613-621
  • Zubizarreta, J (2009). The Learning portfolio: Reflective practice for ımproving student learning (2. Baskı). San Francisco: Jossey Bass.

E-Portfolio Implementation Experiences of Prospective Primary School Teachers

Year 2018, Volume: 9 Issue: 2, 102 - 124, 30.04.2018
https://doi.org/10.17569/tojqi.397652

Abstract

 In the information society, as in all other institutions the
functions of educational institutions have changed by the phenomenon of
globalization, the rapid spread of knowledge and reaching broad masses, the
necessity of co-existence of differentiated cultures, and the development of
science and technology. Portfolios help students to assess themselves and
improve their ability to express themselves and allow observation of the development
that takes place over a specified period due to the collection of work during a
specified period, taking these characteristics into account, the use of
portfolios in the assessment and evaluation process is suggested. Considering
the progress in educational technology, it can be said that e-portfolio implementations,
which can provide the products of teachers or prospective teachers to move on
to the next teaching process and other teachers and prospective teachers, will
become more prevalent. When these developments and changes are taken into
consideration, it is expected that the evaluation of the e-portfolio implementation
of the prospective primary school teachers enrolled in Science and Technology
Instruction II and their related gains in the process will contribute to the
field. In the research aimed to reveal the evaluations of primary school
prospective teachers about their e-portfolio implementation, the approach of
phenomenology was used which is one of the qualitative research designs. In
this research, it was aimed to reveal the evaluations of e-portfolio contents
and the outcomes related to themselves in the course of Science and Technology
Education II of the prospective primary school teachers. In the research, the
result that e-portfolio creation process is contributed to the prospective
primary school teachers in the sub-headings of "Pedagogical Knowledge",
"Field Information", "Technology Use Skill" and
"Thinking Skill" was obtained.

References

  • Barrett, H. (2000). Electronic teaching portfolios: Mulitmedia skills + portfolio development =powerful professional development. http://www.electronicportfolios.com/portfolios/site2000.html adresinden 02.08.2017 tarihinde alınmıştır.
  • Belgard, SF. (2013). Portfolios and e-portfolios: Student reflection, self-assessment, and goal setting in the learning process. In JH. McMillan (Ed), Sage handbook of research on classroom assessment içinde (ss.331–346). Thousand Oaks, CA: Sage Publications.
  • Briscoe, C., and Wells, E. (2002). Reforming Primary Science Assessment Practices: A Case Study of One Teacher’s Professional Development through Action Research. Sci. Ed., 86, 417–435. doi:10.1002/sce.10021
  • Butler, P. (2006). A Review Of The Literature On Portfolios And Electronic Portfolios. eCDF ePortfolio Project Steering Committee. https://www.researchgate.net/publication/239603203_A_Review_Of_The_Literature_On_Portfolios_And_Electronic_Portfolios adresinden 10.07.2017 tarihinde alınmıştır.
  • Chang, C. (2001). A Study on the Evaluation and Effectiveness Analysis of WebBased Learning Portfolio. Bjet, 32, 4, 435-458.
  • Demirli, C. ve Gürol, M. (2007) An Overvıew Of The Electronıc Portfolıo Process. E Journal of New World Sciences Academy, 2, (3)
  • Fry, H, Ketteridge, S.& Marshall, S. (2009). A handbook for teaching and learning in higher education enhancing academic practice. New York: Published in the UK by Routledge.
  • Garrett, N. (2011). An e-portfolio design supporting ownership, social learning, and ease of use. Educational Technology & Society, 14(1), 187–202.
  • Granberg, C. (2010). E-portfolios in teacher education 2002–2009: The social construction of discourse, design and dissemination. European Journal of Teacher Education, 33(3), 309–322
  • Heath, M. (2002). Electronic portfolios for reflective self-assessment. Teacher Librarian, 30(1),19-23.
  • Heath, M. (2005). Are you ready to go digital? The pros and cons of electronic portfolio development. Library Media Connection, 23(7), 66-70.
  • Hoekstra, A. & Crocker, J.C. ( 2015). Design, implementation, and evaluation of an ePortfolio approach to support faculty development in vocational education. Studies in Educational Evaluation, 46, 61-43.
  • Joyes G, Gray L & Hartnell-Young E 2010. Effective practice with e-portfolios: How can the UK experience inform implementation? Australasian Journal of Educational Technology, 26(1), 15–27. doi: 10.14742/ajet.1099
  • Granberg, C. (2010). E-portfolios in teacher education 2002–2009: the social construction of discourse, design and dissemination. European Journal of Teacher Education, 33 (3) 309-322
  • Gülbahar, Y ve Köse, F. (2006). Öğretmen adaylarının değerlendirme için elektronik portfolyo kullanımına ilişkin görüşleri. Ankara Üniversitesi Eğitim Fakültesi Dergisi 39 (2), 75-93.
  • Gülbahar, Y. (2009a). Usage of electronic portfolios for assestment. In L.T. Wee Hin, ve R. Subramanian (Eds.) Handbook of research on media literacy at the k-12 level. ıssues and challenge içinde (ss. 702-719). New York: Information Science Reference.
  • Gülbahar, Y. (2009b). E- öğrenme. (1. Baskı). Ankara: Pegem Akademi.
  • Kan, A.(2007). Portfolyo değerlendirme. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 32, 133-144
  • Kutlu, Ö., Doğan C.H. ve Karakaya, İ. ( 2009). Öğrenci başarısının belirlenmesi. (2. Baskı). Ankara: Pegem Akademi.
  • Lawrenz, F., Huffman, D., and Welch, W., (2000). Policy considerations based on a cost analysis of alternative tests formats in large scale sciences assessments. Journal of Research in Sciences Teaching, 37 (6).
  • Love, T., & Cooper, T. (2004). Designing online information systems for portfolio-based assessment: Design criteria and heuristics. Journal of Information TechnologyEducation, 3, 65-81.
  • Lyons, N., Hyland, A., & Ryan, N. (2002). Advancing the scholarship of teaching and learning through a reflective portfolio process: The University College Cork experience. Cork: University College Cork.
  • Önal, N. ve Çakır, H. (2015). Eğitim fakültesi öğretim elemanlarının teknolojik pedagojik içerik bilgilerine ilişkin özgüven algıları. Hasan Âli Yücel Eğitim Fakültesi Dergisi, 117, 117-131
  • Shroff, R., Trent, J. ve Ng., E. (2013). Using e-portfolios in a field experience placement: Examinig student-teachers’ attitudes towards learning in relatioship to personal value, control and responsibility. Australasian Journal of Educational Technology, 29 (2).
  • Tatlı, Z., İpek-Akbulut, H. ve Altınışık, D. (2016). The impact of Web 2.0 tools on pre-service teachers’ self confidence levels about TPCK. Turkish Journal of Computer and Mathematics Education, 7(3), 659-678.
  • Van Wyk, M. M. (2017). Exploring student teachers’ views on eportfolios as an empowering tool to enhance self-directed learning in an online teacher education course. Australian Journal of Teacher Education, 42(6). http://dx.doi.org/10.14221/ajte.2017v42n6.1
  • Wade, R. C., & Yarbrough, D. B. (1996). Portfolios: A tool for reflective thinking in teacher education? Teaching and Teacher Education, 12(1), 63-79.Wang, S. (2009). E-Portfolios for integrated reflection. Issues in Informing Science and Information Technology 6, 449–460
  • Yaşar, Ş. (2005). Sosyal bilgiler programı ve öğretimi. Eğitimde yansımalar: VIII Yeni İlköğretim Programlarını Değerlendirme Sempozyumu, Bildiriler Kitabı, 329–342. Yayla, G. (2011). Fen ve teknoloji öğretmenlerinin tecrübeleriyle alternatif ölçme ve değerlendirme yaklaşımlarına yönelik öz yeterlikleri arasındaki ilişki. 2 nd International Conference on New Trends in Education and Their Implications, Bildiri Kitabı, 879-883.
  • Yıldırım, A. ve Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. (8. Baskı). Ankara: Seçkin Yayınları.
  • Zeichner, K. ve Wray, S. (2001). The teaching portfolio in US teacher education programs: What we know and what we need to know. Teaching and Teacher Education, 17(5), 613-621
  • Zubizarreta, J (2009). The Learning portfolio: Reflective practice for ımproving student learning (2. Baskı). San Francisco: Jossey Bass.
There are 31 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Şengül S. Anagün This is me 0000-0002-8011-0730

Nurhan Atalay 0000-0003-1002-3110

Celal Murat Kandemir 0000-0001-8559-7667

Publication Date April 30, 2018
Submission Date February 22, 2018
Published in Issue Year 2018 Volume: 9 Issue: 2

Cite

APA Anagün, Ş. S., Atalay, N., & Kandemir, C. M. (2018). E-Portfolio Implementation Experiences of Prospective Primary School Teachers. Turkish Online Journal of Qualitative Inquiry, 9(2), 102-124. https://doi.org/10.17569/tojqi.397652
AMA Anagün ŞS, Atalay N, Kandemir CM. E-Portfolio Implementation Experiences of Prospective Primary School Teachers. TOJQI. April 2018;9(2):102-124. doi:10.17569/tojqi.397652
Chicago Anagün, Şengül S., Nurhan Atalay, and Celal Murat Kandemir. “E-Portfolio Implementation Experiences of Prospective Primary School Teachers”. Turkish Online Journal of Qualitative Inquiry 9, no. 2 (April 2018): 102-24. https://doi.org/10.17569/tojqi.397652.
EndNote Anagün ŞS, Atalay N, Kandemir CM (April 1, 2018) E-Portfolio Implementation Experiences of Prospective Primary School Teachers. Turkish Online Journal of Qualitative Inquiry 9 2 102–124.
IEEE Ş. S. Anagün, N. Atalay, and C. M. Kandemir, “E-Portfolio Implementation Experiences of Prospective Primary School Teachers”, TOJQI, vol. 9, no. 2, pp. 102–124, 2018, doi: 10.17569/tojqi.397652.
ISNAD Anagün, Şengül S. et al. “E-Portfolio Implementation Experiences of Prospective Primary School Teachers”. Turkish Online Journal of Qualitative Inquiry 9/2 (April 2018), 102-124. https://doi.org/10.17569/tojqi.397652.
JAMA Anagün ŞS, Atalay N, Kandemir CM. E-Portfolio Implementation Experiences of Prospective Primary School Teachers. TOJQI. 2018;9:102–124.
MLA Anagün, Şengül S. et al. “E-Portfolio Implementation Experiences of Prospective Primary School Teachers”. Turkish Online Journal of Qualitative Inquiry, vol. 9, no. 2, 2018, pp. 102-24, doi:10.17569/tojqi.397652.
Vancouver Anagün ŞS, Atalay N, Kandemir CM. E-Portfolio Implementation Experiences of Prospective Primary School Teachers. TOJQI. 2018;9(2):102-24.