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The initiative examines how these e Portfolios can (1) make inquiry in practice visible and (2) support university instructors and field practitioners in evaluating preservice teachers’ knowledge, skills, and attributes within an inquiry-based teacher preparation program.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/deepening-understanding-of-inquiry-teaching-and-learning-with-e-portfolios-in-a-teacher-preparation-program/597650/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/deepening-understanding-of-inquiry-teaching-and-learning-with-e-portfolios-in-a-teacher-preparation-program/597650.png","ImageObject",300,407,{"name":92,"@type":93},"pop out","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-27","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the e Portfolio project described in the paper?","Question",{"text":112,"@type":113},"The project aims to use preservice teacher generated e Portfolios to document and assess inquiry-based teaching and learning, making inquiry in practice visible and supporting evaluation of preservice teachers.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How are e Portfolios expected to help assess inquiry-based teacher preparation?",{"text":117,"@type":113},"They are intended to help instructors and practitioners assess preservice teachers’ knowledge, skills, and attributes and to support ongoing deliberations about what constitutes meaningful inquiry-based teaching and learning.",{"name":119,"@type":110,"acceptedAnswer":120},"What program context does the paper describe for implementing e Portfolios?",{"text":121,"@type":113},"The paper describes a first stage of development within the Master of Teaching (MT) Program at the University of Calgary, where a 2005 pilot project was initiated to explore demonstrating and assessing inquiry-based learning in field experience sites.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597650,1792116567,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962090760408,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Canadian Journal of Learning and Technology Volume 31 (3) Fall / automne 2005  \nDeepening Understanding of Inquiry Teaching and Learning with E Portfolios in a Teacher Preparation Program  \nHans Smits  \nHsingChi Wang  \nJo Towers  \nSusan Crichton  \nJim Field  \nPat Tarr  \nAuthors  \nHans Smits is an Associate Dean, in the Faculty of Education, University of Calgary .  \nHsingChi Wang is an Assistant Professor, in the Faculty of Education, University of Calgary .  \nJo Towers is an Assistant Professor, in the Faculty of Education, University of Calgary .  \nSusan Crichton is an Assistant Professor, in the Faculty of Education, University of Calgary . Correspondence regarding this article can be addressed tocrichtos@ucalgary .ca  \nJim Field is an Associate Professor, in the Faculty of Education, University of Calgary .  \nPat Tarr is an Associate Professor, in the Faculty of Education, University of Calgary .  \nAbstract  \nAbstract: This paper describes the first stages of a project focusing on the use of preservice teacher generated e Portfolios as a means of documenting and assessing inquiry based teaching and learning. The project is designed to explore ways in which preservice teacher created e Portfolioscan be used to (1) document how inquiry lives in practice, and (2) help university instructors and practitioners in the field assess the knowledge, skills, and attributes of preservice teachers who are participating in an inquiry based teacher preparation program.  \nRé sumé : L’article décrit les premières étapes d’un projet mettant l’accent sur l’utilisation de portfolios électroniques gé né ré s par les enseignants stagiaires pour documenter et évaluer l’enseignement et l’apprentissage axé s sur le questionnement. Le projet est conçu pour examiner les façons dont les portfolios électroniques créés par les enseignants stagiairespeuvent être utilis é s pour 1) documenter comment le questionnement de produit en pratique, et 2) aider les professeurs des universit é s et lesspé cialistes à évaluer les connaissances, les aptitudes et lescaracté ristiques des enseignants stagiaires qui partici pent à un programme de pré paration des enseignants axé sur le questionnement.  \nIntroduction  \nA widely adopted belief driving teacher preparation is that teachers ' increased knowledge will shape and improve practice resulting in better educated students ( Darling Hammond, 1998; Shulman, 1986) . Such policy assumes connections between high levels of preparation, high quality teaching, and high quality student learning. It also assumes the converse, in which teachers are blamed for poor learning performance ( Robinson, 1995) . There is an assumed connection between what teachers know and do, and what students know and do ( Brophy & Good, 1986; Clark & Peterson, 1986; Darling Hammond, 1998; Day, 1999; Good & Brophy, 2000) . There are also studies that suggest that what teachers learn about classroom activities is important to student achievement ( Darling Hammond, 1998) .  \nIncreased attention in the educational research community has centered on alternative assessments that can encourage authentic learning. As Eisner (1999) put it: “Our educational aspirations have been influenced by the fact that our children will inhabit a world requiring far more complex and subtle forms of thinking than children needed three or four decades ago” ( p.658) . Professional teacher organizations in the United States have begun to include this critical element of teaching—assessment—in professional teaching standards .“Quality assessment … hinges on the process of setting up conditions so that the classroom, the school, the community become centers of inquiry where students, teachers and other members of the community investigate their own learning, both individually and collaboratively” ( NCTE, 1994, p.7) .  \nIn this article, we present a teacher preparation program in Canada that attempts to take seriously research findings on teaching, learning, and assessment in","cbCaisimwNPGnxc9","https://ap.wps.com/l/cbCaisimwNPGnxc9","pdf",235192,"English","# Abstract\n# Introduction\n# E Portfolio Project in the Faculty of Education at the University of Calgary","[{\"question\":\"What is the main purpose of the e Portfolio project described in the paper?\",\"answer\":\"The project aims to use preservice teacher generated e Portfolios to document and assess inquiry-based teaching and learning, making inquiry in practice visible and supporting evaluation of preservice teachers.\"},{\"question\":\"How are e Portfolios expected to help assess inquiry-based teacher preparation?\",\"answer\":\"They are intended to help instructors and practitioners assess preservice teachers’ knowledge, skills, and attributes and to support ongoing deliberations about what constitutes meaningful inquiry-based teaching and learning.\"},{\"question\":\"What program context does the paper describe for implementing e Portfolios?\",\"answer\":\"The paper describes a first stage of development within the Master of Teaching (MT) Program at the University of Calgary, where a 2005 pilot project was initiated to explore demonstrating and assessing inquiry-based learning in field experience sites.\"}]","Deepening Understanding of Inquiry Teaching and Learning with E Portfolios in a Teacher Preparation Program | PDF",1792085422,23]