Portal de Periódicos da CAPES

Capturing the process of critical reflective teaching practices through e-portfolios

2012; Taylor & Francis; Volume: 39; Issue: 1 Linguagem: Inglês

10.1080/19415257.2012.682318

1941-5265

Anastasia P. Samaras, Rebecca K. Fox,

Educator Training and Historical Pedagogy

Abstract This study examines aspects of professional development experiences of 19 Greek Fulbright teachers of humanities regarding schooling, learning and teaching as documented in e-portfolios completed during a project of academic course and fieldwork in the United States during their collective participation in an international professional development program. Multiple influences on teachers' learning were made visible in the portfolios: cross-cultural ideas about schooling, student-centered teaching practice, international mindedness, critical reflective practice, ongoing professional development, and changes and challenges. Action plans implemented in Greek schools and documented in e-portfolios enabled multiple stakeholders to examine project impact on teachers' thinking and educational practice, including the challenges and opportunities they encountered upon their return to Greece. Recommendations for using e-portfolios in international teacher professional development projects are offered. Keywords: teacher professional developmentcritical reflectionintercultural teacher learninginternational teacher developmentportfoliostechnology Acknowledgements This project is funded by the Bureau of Educational and Cultural Affairs of the US Department of State, Award #S-ECAAS-08-CA-204 (55). The ideas reflected represent those of the authors and are not endorsed by the US Department of State. Portions of this research were presented at the annual International Conference on Information Communication Technologies in Education, 5–7 July 2011, in Rhodes, Greece. The authors would like to recognize the contributions of Dr Debra Sprague, Dr Anastasia Kitsantas, Dr Beverly Shaklee, Dr Amie Weinberg, Ms Maria Katradis and Ms Jessica Turner for their invaluable support of and contributions to this project. Our work would not have been possible without their active involvement. The authors also would like to extend our sincere gratitude to the Fulbright Greek teacher scholars who were so dedicated to the goals and objectives of this project and our research. Notes 1. See www.nbpts.org.