Special needs education, e-learning and the reflective e-portfolio: implications for developing and assessing competence in pre-service education.

Jacqueline Lambe; Victor McNair; Ron Smith

doi:10.1080/02607476.2013.765191

Special needs education, e-learning and the reflective e-portfolio: implications for developing and assessing competence in pre-service education.

Jacqueline Lambe, Victor McNair, Ron Smith

Research output: Contribution to journal › Article › peer-review

13 Citations (Scopus)

263 Downloads (Pure)

Abstract

This paper reports on the use of e-portfolios to assess aspects of a one year, post-graduate pre-service teacher education programme within the specific context of special needs education. The rationale for using an e-portfolio for programme assessment is discussed and the potential it offers in demonstrating a range of teaching competencies. Participants in the study were challenged to develop their individual e-portfolio by selecting and presenting evidence for assessment drawn from a wide range of sources and to reflect upon their personal, academic and pedagogical learning and development across the pre-service year. The paper also reports on the individual student experience of building an e-portfolio and attitudes towards its use for assessment purposes within pre-service education and beyond. It also considers future potential for using e-portfolios across all phases of teacher education.

Original language	English
Pages (from-to)	181-196
Journal	Journal of Education for Teaching: international research and pedaglgy
Volume	39
Issue number	2
DOIs	https://doi.org/10.1080/02607476.2013.765191
Publication status	Published (in print/issue) - 2 Apr 2013

Bibliographical note

Reference text: Arter, J. A., and V. Spandel. (1992, September). “Using Portfolios of Student Work in
Instruction and Assessment.” Educational Measurement: Issues and Practice: 36–44.
Assessment Reform Group 2002. Assessment for Learning: 10 Principles, accessed: 28th
February, 2012 at, Assessment Reform Group (Original Source. http://www.assessmentreform-
group.org.
Austin, R. 1997. “Computer Conferencing; Discourse, Education and Conflict Mediation.”
Computers & Education 29: 153–161.
Avramidis, E., P. Bayliss, and R. Burden. 2000. “A Survey into Mainstream Teachers’ Attitudes
Towards the Inclusion of Children with Special Educational Needs in the Ordinary
School in one Local Education Authority.” Educational Psychology 20 (2):
191–211.
Barrett, H. 2000. Using Technology to Support Alternative Assessment and Electronic Portfolios,
accessed January, 22nd 2011 at: http//:transition.alaska.edu/www/portfolios.html.
Barton, L. 2003. Inclusive Education and Teacher Education: A Basis for Hope or A Discourse
of Delusion Professorial Lecture, Institute of London, Stevenage. Hertfordshire:
Pear Tree Press.
Bjork, R. A., and A. Richardson-Klavehn. 1989. “On the Puzzling Relationship Between
Environmental Context and Human Memory.” In Current Issues in Cognitive Processes:
The Tulane Flowerree Symposium on Cognition, edited by C. Izawa, 313–344.
Hillsdale, NJ: Erlbaum.
Booth, T., M. Ainscow, K. Black-Hawkins, M. Vaughan, and L. Shaw. 2000. Index For
Inclusion: Developing Learning and Participation in School. Bristol: Centre for Studies
on Inclusive Education.
Boud, D., and D. Walker. 1998. “Promoting Reflection in Professional Courses: The Challenge
of Context.” Studies in Higher Education 23 (2).
Britten, J., L. Mullen, and M. Stuve. 2003. “Program Reflections on The Role of Longitudinal
Digital Portfolios in The Development of Technology Competence.” The Teacher
Educator 39 (2): 79–94.
Calderhead, J. 1991. “The Nature and Growth of Knowledge in Student Teaching.” Teaching
and Teacher Education 7 (5–6): 531–535.
Cook, B. 2002. “Inclusive Attitudes, Strengths, and Weaknesses of Pre-Service General Educators
Enrolled in A Curriculum Infusion Teacher Preparation Program.” Teacher Education
and Special Education: The Journal of the Teacher Education Division of the
Council for Exceptional Children 25 (3): 262–277.
Creswell, J. W. 2003. Research Design: Qualitative, Quantitative and Mixed Methods
Approaches. 2nd edn. Thousand Oaks, CA: Sage.
Darling-Hammond, L., and J. Snyder. 2000. “Authentic Assessment of Teaching in Context.”
Teaching and Teacher Education 16: 523–545.
Department of Education and Employment. 1997. Green Paper, Excellence for all Children:
Meeting Special Educational Needs. London: HMSO.
Department of Education and Employment (DFEE). 1998. Meeting Special Educational
Needs: A Programme of Action. London: HMSO.
194 J. Lambe et al.
Downloaded by [University of Ulster at Coleraine] at 08:45 11 March 2013
Department of Education and Skills (DfES). 2002. Special Educational Needs and Disability
Act. London: DfEE.
Department of Education for Northern Ireland. 1998. The Code of Practice on The Identification
and Assessment of Special Educational Needs. Bangor: DENI.
Delandshere, G., and S. A. Arens. 2003. “Examining the Quality of the Evidence in Preservice
Teacher Portfolios.” Journal of Teacher Education 54 (1): 57–73.
Department of Education and Skills. 2004. Removing Barriers to Achievement: The Governments’
Strategy for SEN. London: DfEE.
Department of Education NI. 2005. The Special Needs and Disability (Northern Ireland)
Order. Bangor: DE.
Galanouli, D., and J. Collins. 2000. “Using Unmediated Computer Conferencing to Promote
Reflective Practice and Confidence Building in Initial Teacher Education.” Journal of
Information Techology for Teacher Education 8 (2): 237–254.
Gilbert, P. K., and N. Dabbagh. 2005. “How to Structure Online Discussion for Meaningful
Discourse: A Case Study.” British Journal of Educational Technology 36 (1): 5–18.
General Teaching Council for Northern Ireland (GTCNI). 2005. Review of Teacher Competences
and Continuing Professional Development. Belfast: GTCNI.
Greenberg, G. 2004. “The Digital Convergence: Extending the Portfolio Model.” EDUCAUSE
Review 39 (4): 28–37. Retrieved January 22, 2012 from http://www.educause.
edu/apps/er/erm04/erm0441.asp?bhcp=1.
Jafari, A. 2004. “The ‘Sticky’ E-Portfolio System: Tackling Challenges and Identifying Attributes.”
EDUCAUSE Review 39 (4): 38–48.
Kurz, N., and P. V. Paul. 2005. “Toward an Inclusive Teacher Education Program.” Journal
of Teaching and Learning 3 (2): 17–27.
Lambe, J. 2007. “Student Teachers, Special Educational Needs and Inclusion Education:
Reviewing the Potential for Problem-Based, E-Learning Pedagogy to Support Practice.”
Journal of Education for Teaching 33 (3): 359–377.
Lambe, J. 2011. “Pre-Service Education and Attitudes Towards Inclusion: The Role of The
Teacher Educator Within a Permeated Teaching Model.” International Journal of Inclusive
Education 15 (9): 975–999.
Lambe, J. 2011a. “Developing Pre-Service Teachers’ Reflective Capacity Through Engagement
with Classroom-Based Research.” Reflective Practice 12 (1): 87–100.
Lambe, J., and R. Bones. 2006a. “Student Teachers’ Attitudes to Inclusion: Implications for
Initial Teacher Education in Northern Ireland.” International Journal of Inclusive Education
10 (6): 511–527.
Lambe, J., and R. Bones. 2006b. “Student Teachers’ Perceptions About Inclusive Classroom
Teaching in Northern Ireland Prior to Teaching Practice Experience.” European Journal
of Special Needs Education 21 (2): 167–186.
Lambe, J., and R. Bones. 2008. “The Impact of A Special School Placement on Student Teacher
Beliefs About Inclusive Education in Northern Ireland.” British Journal of Special
Needs 35 (2): 108–117.
Lambe, J., and Linda Clarke. 2003. “Initial Teacher Education Online: Factors Influencing
The Nature of Interaction in Computer Conferencing.” European Journal of Teacher
Education 26 (3): 351–363.
Lindquist, E. F., ed. 1951. Educational Measurement. Washington: American Council of
Education.
Lave, J. 1988. Cognition in Practice. Cambridge, UK: Cambridge University Press.
Martínez, R. 2003. “Impact of A Graduate Class on Attitudes Toward Inclusion, Perceived
Teaching Efficacy and Knowledge About Adapting Instruction for Children with Disabilities
in Inclusive Settings.” Teacher Development 7 (3): 473–494.
Mezirow, J. 1981. “A Critical Theory of Adult Learning and Education.” Adult Education
Quarterly 32: 3–24.
National Research Council. 2001. Knowing What Students Know: The Science and Design
of Educational Assessment. Washington, D.C.: National Academy Press.
Moran, A. 2007. “Policy Context for Teacher Education in Northern Ireland: Does
Devolution Make a Difference?” Online paper accessed: 19th January, 2011
at: arrts.gtcni.org.uk/.../policy%2Bcontext%2Bfor%2Bteacher%2Beducation%2Bin%2BNI.
Journal of Education for Teaching 195
Downloaded by [University of Ulster at Coleraine] at 08:45 11 March 2013
Organization for Economic Co-operation and Developmen. 2005. Teachers Matter: Attracting,
Developing and Retaining Effective Teachers, OECD Publications http://www.
oecd.org/edu/teacherpolicy, accessed: February 15th, 2011.
Orland-Barak, L. 2005. “Portfolios as Evidence of Reflective Practice: What Remains
‘Untold’.” Educational Research 47 (1): 25–44.
Paulson, E. L., P. R. Paulson, and C. A. Meyer. 1991. “What Makes A Portfolio a Portfolio?”
Educational Leadership 48: 60–63.
Rhodes, Terrel, L. 2011. Making Learning Visible and Meaningful Through Electronic Portfolios,
http://www.tandfonline.com/lol/vchn20 Accessed:18th October, 2011.
Schön, D. A. 1983. The Reflective Practitioner. London: Temple Smith.
Shulman, L. S. 1987. “Assessment for Teaching: An Initiative for the Profession.” Phi Delta
Kappan September: 39–44.
Shulman, L. S., and N. Lyons. 1998. “Teacher Portfolios A Theoretical Activity.” In With
Portfolio in Hand: Validating the New Teacher Professionalism, edited by N. Lyons.
New York: Teacher College Press.
Slee, R. 2001. “‘Inclusion in Practice’: Does practice make Perfect?” Educational Review 53
(2): 113–123.
Smith, K., and H. Tillema. 2003. “Clarifying Different Types of Portfolio use.” Assessment
& Evaluation in Higher Education 28 (6): 625–648.
Snadden, D., and M. Thomas. 1998. “The use of Portfolio Learning in Medical Education.”
Medical Teacher 20 (3): 192–199.
University of Ulster. 2006. School of Education Research Ethics Information (Coleraine,
University of Ulster) http://www.socsci.ulster.ac.uk/education/SOE_Ethics.pdf.
Urquhart, M. K., and L. M. Daniolson. 1993. Developing Competency in Preservice Training
Programs Through Portfolio Assessment (11). Chicago: A Paper Presented at the
Annual Conference of Mid-Western Educational Research Association.
van Tartwijk, J., E. Driessen, Cees Van Der Vleuten, and Karel Stokking. 2007. “Factors
Influencing the Successful Introduction of Portfolios.” Quality in Higher Education 13
(1): 69–79.
Webb, N. L. 1997. Determining Alignment of Expectations and Assessments in Mathematics
and Science Education. NISE Brief 1(2). Retrieved from http://facstaff.wcer.wisc.edu/
normw/1997alignmentbrief.htm on February, 28th 2012.
Wenger, Etienne. 1998. ‘Communities of Practice. Learning as a Social System’, Systems
Thinker, http://www.co-i-l.com/coil/knowledge-garden/cop/lss.shtml. Accessed: August,
2010.
Wiggins, G. 1998. Educative Assessment: Designing Assessments to Inform and Improve
Student Performance, Jossey-Bass Inc. San Francisco: California 94104.
Wilczenski, F. L. 1993. “Changes in Attitudes Toward Mainstreaming Among Undergraduate
Education Students.” Educational Research Quarterly 17 (1): 5–17.
Winsor, P., and B. Ellefson. 1995. “Professional Portfolios in Teacher Education: An Exploration
of their Value and Potential.” The Teacher Educator 31 (1): 73–79.
Wise, A. 1994. “The Coming Revolution in Teacher Licensure: Redefining Teacher Preparation.”
Action in Teacher Education 16 (2): 1–13.
Woodward, H., and P. Nanlohy. 2004. “Digital Portfolios: Fact or Fashion?” Assessment &
Evaluation in Higher Education 29 (2): 227–238.
Zeichner, K., and S. Wray. 2001. “The Teaching Portfolio in US Teacher Education Programs:
What We Know and What We Need to Know.” Teaching and Teacher Education
17: 613–621.
196 J. Lambe et al.
Downloaded by

Keywords

assessment
e-portfolios
pre-service education
special educational
needs (SEN)

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

10.1080/02607476.2013.765191

2013 eportfolio articleFinal published version, 197 KB

Cite this

@article{6d06d00a25a34116b0f4367185fb27cc,

title = "Special needs education, e-learning and the reflective e-portfolio: implications for developing and assessing competence in pre-service education.",

abstract = "This paper reports on the use of e-portfolios to assess aspects of a one year, post-graduate pre-service teacher education programme within the specific context of special needs education. The rationale for using an e-portfolio for programme assessment is discussed and the potential it offers in demonstrating a range of teaching competencies. Participants in the study were challenged to develop their individual e-portfolio by selecting and presenting evidence for assessment drawn from a wide range of sources and to reflect upon their personal, academic and pedagogical learning and development across the pre-service year. The paper also reports on the individual student experience of building an e-portfolio and attitudes towards its use for assessment purposes within pre-service education and beyond. It also considers future potential for using e-portfolios across all phases of teacher education.",

keywords = "assessment, e-portfolios, pre-service education, special educational, needs (SEN)",

author = "Jacqueline Lambe and Victor McNair and Ron Smith",

note = "Reference text: Arter, J. A., and V. Spandel. (1992, September). “Using Portfolios of Student Work in Instruction and Assessment.” Educational Measurement: Issues and Practice: 36–44. Assessment Reform Group 2002. Assessment for Learning: 10 Principles, accessed: 28th February, 2012 at, Assessment Reform Group (Original Source. http://www.assessmentreform- group.org. Austin, R. 1997. “Computer Conferencing; Discourse, Education and Conflict Mediation.” Computers & Education 29: 153–161. Avramidis, E., P. Bayliss, and R. Burden. 2000. “A Survey into Mainstream Teachers{\textquoteright} Attitudes Towards the Inclusion of Children with Special Educational Needs in the Ordinary School in one Local Education Authority.” Educational Psychology 20 (2): 191–211. Barrett, H. 2000. Using Technology to Support Alternative Assessment and Electronic Portfolios, accessed January, 22nd 2011 at: http//:transition.alaska.edu/www/portfolios.html. Barton, L. 2003. Inclusive Education and Teacher Education: A Basis for Hope or A Discourse of Delusion Professorial Lecture, Institute of London, Stevenage. Hertfordshire: Pear Tree Press. Bjork, R. A., and A. Richardson-Klavehn. 1989. “On the Puzzling Relationship Between Environmental Context and Human Memory.” In Current Issues in Cognitive Processes: The Tulane Flowerree Symposium on Cognition, edited by C. Izawa, 313–344. Hillsdale, NJ: Erlbaum. Booth, T., M. Ainscow, K. Black-Hawkins, M. Vaughan, and L. Shaw. 2000. Index For Inclusion: Developing Learning and Participation in School. Bristol: Centre for Studies on Inclusive Education. Boud, D., and D. Walker. 1998. “Promoting Reflection in Professional Courses: The Challenge of Context.” Studies in Higher Education 23 (2). Britten, J., L. Mullen, and M. Stuve. 2003. “Program Reflections on The Role of Longitudinal Digital Portfolios in The Development of Technology Competence.” The Teacher Educator 39 (2): 79–94. Calderhead, J. 1991. “The Nature and Growth of Knowledge in Student Teaching.” Teaching and Teacher Education 7 (5–6): 531–535. Cook, B. 2002. “Inclusive Attitudes, Strengths, and Weaknesses of Pre-Service General Educators Enrolled in A Curriculum Infusion Teacher Preparation Program.” Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 25 (3): 262–277. Creswell, J. W. 2003. Research Design: Qualitative, Quantitative and Mixed Methods Approaches. 2nd edn. Thousand Oaks, CA: Sage. Darling-Hammond, L., and J. Snyder. 2000. “Authentic Assessment of Teaching in Context.” Teaching and Teacher Education 16: 523–545. Department of Education and Employment. 1997. Green Paper, Excellence for all Children: Meeting Special Educational Needs. London: HMSO. Department of Education and Employment (DFEE). 1998. Meeting Special Educational Needs: A Programme of Action. London: HMSO. 194 J. Lambe et al. Downloaded by [University of Ulster at Coleraine] at 08:45 11 March 2013 Department of Education and Skills (DfES). 2002. Special Educational Needs and Disability Act. London: DfEE. Department of Education for Northern Ireland. 1998. The Code of Practice on The Identification and Assessment of Special Educational Needs. Bangor: DENI. Delandshere, G., and S. A. Arens. 2003. “Examining the Quality of the Evidence in Preservice Teacher Portfolios.” Journal of Teacher Education 54 (1): 57–73. Department of Education and Skills. 2004. Removing Barriers to Achievement: The Governments{\textquoteright} Strategy for SEN. London: DfEE. Department of Education NI. 2005. The Special Needs and Disability (Northern Ireland) Order. Bangor: DE. Galanouli, D., and J. Collins. 2000. “Using Unmediated Computer Conferencing to Promote Reflective Practice and Confidence Building in Initial Teacher Education.” Journal of Information Techology for Teacher Education 8 (2): 237–254. Gilbert, P. K., and N. Dabbagh. 2005. “How to Structure Online Discussion for Meaningful Discourse: A Case Study.” British Journal of Educational Technology 36 (1): 5–18. General Teaching Council for Northern Ireland (GTCNI). 2005. Review of Teacher Competences and Continuing Professional Development. Belfast: GTCNI. Greenberg, G. 2004. “The Digital Convergence: Extending the Portfolio Model.” EDUCAUSE Review 39 (4): 28–37. Retrieved January 22, 2012 from http://www.educause. edu/apps/er/erm04/erm0441.asp?bhcp=1. Jafari, A. 2004. “The {\textquoteleft}Sticky{\textquoteright} E-Portfolio System: Tackling Challenges and Identifying Attributes.” EDUCAUSE Review 39 (4): 38–48. Kurz, N., and P. V. Paul. 2005. “Toward an Inclusive Teacher Education Program.” Journal of Teaching and Learning 3 (2): 17–27. Lambe, J. 2007. “Student Teachers, Special Educational Needs and Inclusion Education: Reviewing the Potential for Problem-Based, E-Learning Pedagogy to Support Practice.” Journal of Education for Teaching 33 (3): 359–377. Lambe, J. 2011. “Pre-Service Education and Attitudes Towards Inclusion: The Role of The Teacher Educator Within a Permeated Teaching Model.” International Journal of Inclusive Education 15 (9): 975–999. Lambe, J. 2011a. “Developing Pre-Service Teachers{\textquoteright} Reflective Capacity Through Engagement with Classroom-Based Research.” Reflective Practice 12 (1): 87–100. Lambe, J., and R. Bones. 2006a. “Student Teachers{\textquoteright} Attitudes to Inclusion: Implications for Initial Teacher Education in Northern Ireland.” International Journal of Inclusive Education 10 (6): 511–527. Lambe, J., and R. Bones. 2006b. “Student Teachers{\textquoteright} Perceptions About Inclusive Classroom Teaching in Northern Ireland Prior to Teaching Practice Experience.” European Journal of Special Needs Education 21 (2): 167–186. Lambe, J., and R. Bones. 2008. “The Impact of A Special School Placement on Student Teacher Beliefs About Inclusive Education in Northern Ireland.” British Journal of Special Needs 35 (2): 108–117. Lambe, J., and Linda Clarke. 2003. “Initial Teacher Education Online: Factors Influencing The Nature of Interaction in Computer Conferencing.” European Journal of Teacher Education 26 (3): 351–363. Lindquist, E. F., ed. 1951. Educational Measurement. Washington: American Council of Education. Lave, J. 1988. Cognition in Practice. Cambridge, UK: Cambridge University Press. Mart{\'i}nez, R. 2003. “Impact of A Graduate Class on Attitudes Toward Inclusion, Perceived Teaching Efficacy and Knowledge About Adapting Instruction for Children with Disabilities in Inclusive Settings.” Teacher Development 7 (3): 473–494. Mezirow, J. 1981. “A Critical Theory of Adult Learning and Education.” Adult Education Quarterly 32: 3–24. National Research Council. 2001. Knowing What Students Know: The Science and Design of Educational Assessment. Washington, D.C.: National Academy Press. Moran, A. 2007. “Policy Context for Teacher Education in Northern Ireland: Does Devolution Make a Difference?” Online paper accessed: 19th January, 2011 at: arrts.gtcni.org.uk/.../policy%2Bcontext%2Bfor%2Bteacher%2Beducation%2Bin%2BNI. Journal of Education for Teaching 195 Downloaded by [University of Ulster at Coleraine] at 08:45 11 March 2013 Organization for Economic Co-operation and Developmen. 2005. Teachers Matter: Attracting, Developing and Retaining Effective Teachers, OECD Publications http://www. oecd.org/edu/teacherpolicy, accessed: February 15th, 2011. Orland-Barak, L. 2005. “Portfolios as Evidence of Reflective Practice: What Remains {\textquoteleft}Untold{\textquoteright}.” Educational Research 47 (1): 25–44. Paulson, E. L., P. R. Paulson, and C. A. Meyer. 1991. “What Makes A Portfolio a Portfolio?” Educational Leadership 48: 60–63. Rhodes, Terrel, L. 2011. Making Learning Visible and Meaningful Through Electronic Portfolios, http://www.tandfonline.com/lol/vchn20 Accessed:18th October, 2011. Sch{\"o}n, D. A. 1983. The Reflective Practitioner. London: Temple Smith. Shulman, L. S. 1987. “Assessment for Teaching: An Initiative for the Profession.” Phi Delta Kappan September: 39–44. Shulman, L. S., and N. Lyons. 1998. “Teacher Portfolios A Theoretical Activity.” In With Portfolio in Hand: Validating the New Teacher Professionalism, edited by N. Lyons. New York: Teacher College Press. Slee, R. 2001. “{\textquoteleft}Inclusion in Practice{\textquoteright}: Does practice make Perfect?” Educational Review 53 (2): 113–123. Smith, K., and H. Tillema. 2003. “Clarifying Different Types of Portfolio use.” Assessment & Evaluation in Higher Education 28 (6): 625–648. Snadden, D., and M. Thomas. 1998. “The use of Portfolio Learning in Medical Education.” Medical Teacher 20 (3): 192–199. University of Ulster. 2006. School of Education Research Ethics Information (Coleraine, University of Ulster) http://www.socsci.ulster.ac.uk/education/SOE_Ethics.pdf. Urquhart, M. K., and L. M. Daniolson. 1993. Developing Competency in Preservice Training Programs Through Portfolio Assessment (11). Chicago: A Paper Presented at the Annual Conference of Mid-Western Educational Research Association. van Tartwijk, J., E. Driessen, Cees Van Der Vleuten, and Karel Stokking. 2007. “Factors Influencing the Successful Introduction of Portfolios.” Quality in Higher Education 13 (1): 69–79. Webb, N. L. 1997. Determining Alignment of Expectations and Assessments in Mathematics and Science Education. NISE Brief 1(2). Retrieved from http://facstaff.wcer.wisc.edu/ normw/1997alignmentbrief.htm on February, 28th 2012. Wenger, Etienne. 1998. {\textquoteleft}Communities of Practice. Learning as a Social System{\textquoteright}, Systems Thinker, http://www.co-i-l.com/coil/knowledge-garden/cop/lss.shtml. Accessed: August, 2010. Wiggins, G. 1998. Educative Assessment: Designing Assessments to Inform and Improve Student Performance, Jossey-Bass Inc. San Francisco: California 94104. Wilczenski, F. L. 1993. “Changes in Attitudes Toward Mainstreaming Among Undergraduate Education Students.” Educational Research Quarterly 17 (1): 5–17. Winsor, P., and B. Ellefson. 1995. “Professional Portfolios in Teacher Education: An Exploration of their Value and Potential.” The Teacher Educator 31 (1): 73–79. Wise, A. 1994. “The Coming Revolution in Teacher Licensure: Redefining Teacher Preparation.” Action in Teacher Education 16 (2): 1–13. Woodward, H., and P. Nanlohy. 2004. “Digital Portfolios: Fact or Fashion?” Assessment & Evaluation in Higher Education 29 (2): 227–238. Zeichner, K., and S. Wray. 2001. “The Teaching Portfolio in US Teacher Education Programs: What We Know and What We Need to Know.” Teaching and Teacher Education 17: 613–621. 196 J. Lambe et al. Downloaded by",

year = "2013",

month = apr,

day = "2",

doi = "10.1080/02607476.2013.765191",

language = "English",

volume = "39",

pages = "181--196",

journal = "Journal of Education for Teaching: international research and pedaglgy",

issn = "1360-0540",

publisher = "Taylor & Francis",

number = "2",

}

Special needs education, e-learning and the reflective e-portfolio: implications for developing and assessing competence in pre-service education. / Lambe, Jacqueline; McNair, Victor; Smith, Ron.
In: Journal of Education for Teaching: international research and pedaglgy, Vol. 39, No. 2, 02.04.2013, p. 181-196.

Research output: Contribution to journal › Article › peer-review

TY - JOUR

T1 - Special needs education, e-learning and the reflective e-portfolio: implications for developing and assessing competence in pre-service education.

AU - Lambe, Jacqueline

AU - McNair, Victor

AU - Smith, Ron

N1 - Reference text: Arter, J. A., and V. Spandel. (1992, September). “Using Portfolios of Student Work in Instruction and Assessment.” Educational Measurement: Issues and Practice: 36–44. Assessment Reform Group 2002. Assessment for Learning: 10 Principles, accessed: 28th February, 2012 at, Assessment Reform Group (Original Source. http://www.assessmentreform- group.org. Austin, R. 1997. “Computer Conferencing; Discourse, Education and Conflict Mediation.” Computers & Education 29: 153–161. Avramidis, E., P. Bayliss, and R. Burden. 2000. “A Survey into Mainstream Teachers’ Attitudes Towards the Inclusion of Children with Special Educational Needs in the Ordinary School in one Local Education Authority.” Educational Psychology 20 (2): 191–211. Barrett, H. 2000. Using Technology to Support Alternative Assessment and Electronic Portfolios, accessed January, 22nd 2011 at: http//:transition.alaska.edu/www/portfolios.html. Barton, L. 2003. Inclusive Education and Teacher Education: A Basis for Hope or A Discourse of Delusion Professorial Lecture, Institute of London, Stevenage. Hertfordshire: Pear Tree Press. Bjork, R. A., and A. Richardson-Klavehn. 1989. “On the Puzzling Relationship Between Environmental Context and Human Memory.” In Current Issues in Cognitive Processes: The Tulane Flowerree Symposium on Cognition, edited by C. Izawa, 313–344. Hillsdale, NJ: Erlbaum. Booth, T., M. Ainscow, K. Black-Hawkins, M. Vaughan, and L. Shaw. 2000. Index For Inclusion: Developing Learning and Participation in School. Bristol: Centre for Studies on Inclusive Education. Boud, D., and D. Walker. 1998. “Promoting Reflection in Professional Courses: The Challenge of Context.” Studies in Higher Education 23 (2). Britten, J., L. Mullen, and M. Stuve. 2003. “Program Reflections on The Role of Longitudinal Digital Portfolios in The Development of Technology Competence.” The Teacher Educator 39 (2): 79–94. Calderhead, J. 1991. “The Nature and Growth of Knowledge in Student Teaching.” Teaching and Teacher Education 7 (5–6): 531–535. Cook, B. 2002. “Inclusive Attitudes, Strengths, and Weaknesses of Pre-Service General Educators Enrolled in A Curriculum Infusion Teacher Preparation Program.” Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 25 (3): 262–277. Creswell, J. W. 2003. Research Design: Qualitative, Quantitative and Mixed Methods Approaches. 2nd edn. Thousand Oaks, CA: Sage. Darling-Hammond, L., and J. Snyder. 2000. “Authentic Assessment of Teaching in Context.” Teaching and Teacher Education 16: 523–545. Department of Education and Employment. 1997. Green Paper, Excellence for all Children: Meeting Special Educational Needs. London: HMSO. Department of Education and Employment (DFEE). 1998. Meeting Special Educational Needs: A Programme of Action. London: HMSO. 194 J. Lambe et al. Downloaded by [University of Ulster at Coleraine] at 08:45 11 March 2013 Department of Education and Skills (DfES). 2002. Special Educational Needs and Disability Act. London: DfEE. Department of Education for Northern Ireland. 1998. The Code of Practice on The Identification and Assessment of Special Educational Needs. Bangor: DENI. Delandshere, G., and S. A. Arens. 2003. “Examining the Quality of the Evidence in Preservice Teacher Portfolios.” Journal of Teacher Education 54 (1): 57–73. Department of Education and Skills. 2004. Removing Barriers to Achievement: The Governments’ Strategy for SEN. London: DfEE. Department of Education NI. 2005. The Special Needs and Disability (Northern Ireland) Order. Bangor: DE. Galanouli, D., and J. Collins. 2000. “Using Unmediated Computer Conferencing to Promote Reflective Practice and Confidence Building in Initial Teacher Education.” Journal of Information Techology for Teacher Education 8 (2): 237–254. Gilbert, P. K., and N. Dabbagh. 2005. “How to Structure Online Discussion for Meaningful Discourse: A Case Study.” British Journal of Educational Technology 36 (1): 5–18. General Teaching Council for Northern Ireland (GTCNI). 2005. Review of Teacher Competences and Continuing Professional Development. Belfast: GTCNI. Greenberg, G. 2004. “The Digital Convergence: Extending the Portfolio Model.” EDUCAUSE Review 39 (4): 28–37. Retrieved January 22, 2012 from http://www.educause. edu/apps/er/erm04/erm0441.asp?bhcp=1. Jafari, A. 2004. “The ‘Sticky’ E-Portfolio System: Tackling Challenges and Identifying Attributes.” EDUCAUSE Review 39 (4): 38–48. Kurz, N., and P. V. Paul. 2005. “Toward an Inclusive Teacher Education Program.” Journal of Teaching and Learning 3 (2): 17–27. Lambe, J. 2007. “Student Teachers, Special Educational Needs and Inclusion Education: Reviewing the Potential for Problem-Based, E-Learning Pedagogy to Support Practice.” Journal of Education for Teaching 33 (3): 359–377. Lambe, J. 2011. “Pre-Service Education and Attitudes Towards Inclusion: The Role of The Teacher Educator Within a Permeated Teaching Model.” International Journal of Inclusive Education 15 (9): 975–999. Lambe, J. 2011a. “Developing Pre-Service Teachers’ Reflective Capacity Through Engagement with Classroom-Based Research.” Reflective Practice 12 (1): 87–100. Lambe, J., and R. Bones. 2006a. “Student Teachers’ Attitudes to Inclusion: Implications for Initial Teacher Education in Northern Ireland.” International Journal of Inclusive Education 10 (6): 511–527. Lambe, J., and R. Bones. 2006b. “Student Teachers’ Perceptions About Inclusive Classroom Teaching in Northern Ireland Prior to Teaching Practice Experience.” European Journal of Special Needs Education 21 (2): 167–186. Lambe, J., and R. Bones. 2008. “The Impact of A Special School Placement on Student Teacher Beliefs About Inclusive Education in Northern Ireland.” British Journal of Special Needs 35 (2): 108–117. Lambe, J., and Linda Clarke. 2003. “Initial Teacher Education Online: Factors Influencing The Nature of Interaction in Computer Conferencing.” European Journal of Teacher Education 26 (3): 351–363. Lindquist, E. F., ed. 1951. Educational Measurement. Washington: American Council of Education. Lave, J. 1988. Cognition in Practice. Cambridge, UK: Cambridge University Press. Martínez, R. 2003. “Impact of A Graduate Class on Attitudes Toward Inclusion, Perceived Teaching Efficacy and Knowledge About Adapting Instruction for Children with Disabilities in Inclusive Settings.” Teacher Development 7 (3): 473–494. Mezirow, J. 1981. “A Critical Theory of Adult Learning and Education.” Adult Education Quarterly 32: 3–24. National Research Council. 2001. Knowing What Students Know: The Science and Design of Educational Assessment. Washington, D.C.: National Academy Press. Moran, A. 2007. “Policy Context for Teacher Education in Northern Ireland: Does Devolution Make a Difference?” Online paper accessed: 19th January, 2011 at: arrts.gtcni.org.uk/.../policy%2Bcontext%2Bfor%2Bteacher%2Beducation%2Bin%2BNI. Journal of Education for Teaching 195 Downloaded by [University of Ulster at Coleraine] at 08:45 11 March 2013 Organization for Economic Co-operation and Developmen. 2005. Teachers Matter: Attracting, Developing and Retaining Effective Teachers, OECD Publications http://www. oecd.org/edu/teacherpolicy, accessed: February 15th, 2011. Orland-Barak, L. 2005. “Portfolios as Evidence of Reflective Practice: What Remains ‘Untold’.” Educational Research 47 (1): 25–44. Paulson, E. L., P. R. Paulson, and C. A. Meyer. 1991. “What Makes A Portfolio a Portfolio?” Educational Leadership 48: 60–63. Rhodes, Terrel, L. 2011. Making Learning Visible and Meaningful Through Electronic Portfolios, http://www.tandfonline.com/lol/vchn20 Accessed:18th October, 2011. Schön, D. A. 1983. The Reflective Practitioner. London: Temple Smith. Shulman, L. S. 1987. “Assessment for Teaching: An Initiative for the Profession.” Phi Delta Kappan September: 39–44. Shulman, L. S., and N. Lyons. 1998. “Teacher Portfolios A Theoretical Activity.” In With Portfolio in Hand: Validating the New Teacher Professionalism, edited by N. Lyons. New York: Teacher College Press. Slee, R. 2001. “‘Inclusion in Practice’: Does practice make Perfect?” Educational Review 53 (2): 113–123. Smith, K., and H. Tillema. 2003. “Clarifying Different Types of Portfolio use.” Assessment & Evaluation in Higher Education 28 (6): 625–648. Snadden, D., and M. Thomas. 1998. “The use of Portfolio Learning in Medical Education.” Medical Teacher 20 (3): 192–199. University of Ulster. 2006. School of Education Research Ethics Information (Coleraine, University of Ulster) http://www.socsci.ulster.ac.uk/education/SOE_Ethics.pdf. Urquhart, M. K., and L. M. Daniolson. 1993. Developing Competency in Preservice Training Programs Through Portfolio Assessment (11). Chicago: A Paper Presented at the Annual Conference of Mid-Western Educational Research Association. van Tartwijk, J., E. Driessen, Cees Van Der Vleuten, and Karel Stokking. 2007. “Factors Influencing the Successful Introduction of Portfolios.” Quality in Higher Education 13 (1): 69–79. Webb, N. L. 1997. Determining Alignment of Expectations and Assessments in Mathematics and Science Education. NISE Brief 1(2). Retrieved from http://facstaff.wcer.wisc.edu/ normw/1997alignmentbrief.htm on February, 28th 2012. Wenger, Etienne. 1998. ‘Communities of Practice. Learning as a Social System’, Systems Thinker, http://www.co-i-l.com/coil/knowledge-garden/cop/lss.shtml. Accessed: August, 2010. Wiggins, G. 1998. Educative Assessment: Designing Assessments to Inform and Improve Student Performance, Jossey-Bass Inc. San Francisco: California 94104. Wilczenski, F. L. 1993. “Changes in Attitudes Toward Mainstreaming Among Undergraduate Education Students.” Educational Research Quarterly 17 (1): 5–17. Winsor, P., and B. Ellefson. 1995. “Professional Portfolios in Teacher Education: An Exploration of their Value and Potential.” The Teacher Educator 31 (1): 73–79. Wise, A. 1994. “The Coming Revolution in Teacher Licensure: Redefining Teacher Preparation.” Action in Teacher Education 16 (2): 1–13. Woodward, H., and P. Nanlohy. 2004. “Digital Portfolios: Fact or Fashion?” Assessment & Evaluation in Higher Education 29 (2): 227–238. Zeichner, K., and S. Wray. 2001. “The Teaching Portfolio in US Teacher Education Programs: What We Know and What We Need to Know.” Teaching and Teacher Education 17: 613–621. 196 J. Lambe et al. Downloaded by

PY - 2013/4/2

Y1 - 2013/4/2

N2 - This paper reports on the use of e-portfolios to assess aspects of a one year, post-graduate pre-service teacher education programme within the specific context of special needs education. The rationale for using an e-portfolio for programme assessment is discussed and the potential it offers in demonstrating a range of teaching competencies. Participants in the study were challenged to develop their individual e-portfolio by selecting and presenting evidence for assessment drawn from a wide range of sources and to reflect upon their personal, academic and pedagogical learning and development across the pre-service year. The paper also reports on the individual student experience of building an e-portfolio and attitudes towards its use for assessment purposes within pre-service education and beyond. It also considers future potential for using e-portfolios across all phases of teacher education.

AB - This paper reports on the use of e-portfolios to assess aspects of a one year, post-graduate pre-service teacher education programme within the specific context of special needs education. The rationale for using an e-portfolio for programme assessment is discussed and the potential it offers in demonstrating a range of teaching competencies. Participants in the study were challenged to develop their individual e-portfolio by selecting and presenting evidence for assessment drawn from a wide range of sources and to reflect upon their personal, academic and pedagogical learning and development across the pre-service year. The paper also reports on the individual student experience of building an e-portfolio and attitudes towards its use for assessment purposes within pre-service education and beyond. It also considers future potential for using e-portfolios across all phases of teacher education.

KW - assessment

KW - e-portfolios

KW - pre-service education

KW - special educational

KW - needs (SEN)

U2 - 10.1080/02607476.2013.765191

DO - 10.1080/02607476.2013.765191

M3 - Article

SN - 1360-0540

VL - 39

SP - 181

EP - 196

JO - Journal of Education for Teaching: international research and pedaglgy

JF - Journal of Education for Teaching: international research and pedaglgy

IS - 2

ER -

Special needs education, e-learning and the reflective e-portfolio: implications for developing and assessing competence in pre-service education.

Abstract

Bibliographical note

Keywords

UN SDGs

Access to Document

Fingerprint

Cite this