Australian Journal of Teacher Education - Exploring Student Teachers’ Views on ePortfolios as an Empowering Tool to Enhance Self-Directed Learning in an Online Teacher Education Course

Oct 15, 2026

This paper explores Economics student teachers’ views on ePortfolios as an empowering tool for enhancing self-directed learning within an online teacher education course. An interpretive phenomenological research approach guided data collection, supported by purposive convenient sampling. Data were gathered weekly from multiple ePortfolio sections drawn from creative writing assignments, research projects, lesson plans, reflective journals, podcasts, and blog postings.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages22

Reading Time55 min

AccessFree to download

Abstract

Introduction

Context of the Study

UNISA’s Assessment Systems and Practices Project

Australian Journal of Teacher Education | Volume 42 | Issue 6 | Article 1 | | --- | --- | | 2017
Exploring Student Teachers’Views on ePortfoliosas an Empowering Tool to Enhance Self-Directed Learning in an Online Teacher Education Course
Micheal M. van Wyk
University of South Africa, vwykmm@unisa.ac.za | | Recommended Citation 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). Retrieved from [http://ro.ecu.edu.au/ajte/vol42/iss6/1](http://ro.ecu.edu.au/ajte/vol42/iss6/1) This Journal Article is posted at Research Online. [http://ro.ecu.edu.au/ajte/vol42/iss6/1](http://ro.ecu.edu.au/ajte/vol42/iss6/1) Australian Journal of Teacher Education Exploring Student Teachers’ Views on Eportfolios as an Empowering Tool to Enhance Self-Directed Learning in an Online Teacher Education Course Micheal M van Wyk College of Education University of South Africa South Africa Abstract: This paper explores Economics student teachers’ views onePortfolios as an empowering tool to enhance self-directed learning in an online teacher education course. An interpretive phenomenological research approach was employed for data collection and apurposive convenient sampling technique was selected to collect data. Only Postgraduate Certificate of Education (PGCE) and Batchelor of Education (BEd) Senior Phase/Further Education and Training Economics Subject Methodology (SDEC00N) student teachers registered on myUnisa for the modules were targeted. Multiple sections from the ePortfolios that had been considered for the purpose of this study were taken from their creative writing assignments, a research projects, lesson plans, reflective journal entries, podcasts, blog postings. Data were collected and analysed on a weekly basis to create a plethora of information. Student teachers felt that they were empowered with different subject content knowledge, technological pedagogical content knowledge (TPCK) and other technologies, student-centred methods and techniques through the ePortfolio project. Introduction Education is currently experiencing rapid changes and challenges due to an increase in technology-based network communities. In order for the higher education sector to be relevant and compatible in this challenging society, universities are compelled to either commit to the process of continuous change, or become redundant (Bates, 2010, p. 15) . The current debate at teacher education faculties about including ePortfolios or paper-based portfolios in new or redesigned learning programmes as part of the work-integrated learning (WIL) requirement, has emerged as an imperative for self-directed and lifelong learning approaches (Wray, 2007b; Jones, 2010; Robichaux & Guarino, 2012) . Furthermore, Lam and Lee (2014, p.58) are of the view that the emancipation and transformation of teacher education programmes for a quality education system needs creative and innovative strategies to empower student teachers for the classroom of the future. Electronic portfolios (ePortfolio) is an important tool which is currently being used to support and document the personal, professional, and intellectual development of student teachers into self-directed learners. This study investigated the extent to which ePortfolios are being used to enhance student teachers’ self-directed learning in a teacher education course which aims to produce competent teachers. To conclude this ultimate purpose, ePortfolios in teacher education programmes are conceptualised in relation to theories that underpin the study, the content, benefits and reasons for student teachers in Economics to compile ePortfolios. The Vol 42, 6, June 2017 1 Australian Journal of Teacher Education researcher has attempted to determine in which way ePortfolios as an alternative ass

FAQs

What is the main focus of the study?

The study investigates how ePortfolios are used to enhance student teachers’ self-directed learning in an online teacher education course.

What research approach and sampling method were used?

The study used an interpretive phenomenological research approach with a purposive convenient sampling technique for data collection.

How was data collected for analysis?

Data were collected weekly from multiple ePortfolio sections taken from creative writing assignments, research projects, lesson plans, reflective journals, podcasts, and blog postings.

Oct 15, 2026

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