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The study emphasizes the importance of establishing an eJournals component alongside the ePortfolio and extends ePortfolio research on design, process vs. product, templates, social software, and documentation.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/the-value-of-ejournals-to-support-eportfolio-development-for-assessment-in-teacher-education/597702/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/the-value-of-ejournals-to-support-eportfolio-development-for-assessment-in-teacher-education/597702.png","ImageObject",300,407,{"name":42,"@type":43},"SANS","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the document’s main focus?","Question",{"text":63,"@type":64},"It examines how eJournals can support ePortfolio development for assessment in a teacher education program.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the pilot study conducted?",{"text":68,"@type":64},"The study draws on a two-year action research pilot with five student teacher cohorts and five instructors, using interviews, focus groups, artifacts, and project meetings for analysis.",{"name":70,"@type":61,"acceptedAnswer":71},"Which topics related to ePortfolios does the paper extend?",{"text":72,"@type":64},"It challenges and adds to existing ePortfolio literature on project design, process versus product, templates, social software, and documentation.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},597702,1792190447,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":117,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":103,"preview_page_count":4},962090760505,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","The value of eJournals to support ePortfolio development for assessment in teacher education  \nSusan Crichton Gail Kopp  \nAUTHORS  \nSusan Crichton is an Associate Professor in the Faculty of Education, University of Calgary . Correspondence regarding this article can be sent to: crichtos@ucalgary .ca  \nGail Kopp is an Assistant Professor in the Faculty of Education, University of Calgary . She can be reached at g kopp@ucalgary .ca  \nAbstract: This paper presents findings from a two year pilot project into the use of ePortfolios as a tool for assessment in a two year, field oriented, inquiry based teacher preparation program. Participants consisted of five cohorts of pre service student teachers and five instructors; interviews, focus groups, artifacts, and project meetings provided the raw data for analysis . The originality of this work rests in the importance of establishing aneJournal to accompany the ePortfolio . Based on our findings in this action research study, we challenge and a dd to the existing ePortfolio literature around such issues as ePortfolio project design, process vs . product, the use of templates, social software, and documentation.  \nRé sumé : Cet article pré sente les ré sultats d’un projet pilote de deux ans portant sur l’utilisation des portfolios électroniques comme outil d’évaluation au sei n d’un programme de pré paration des enseignants axé sur la recherche et la pratique d’une duré e de deux ans . Les participants se composaient de cinq cohortes d’étudiants en enseignement non encore sur le marché du travail ainsi que de cinq instructeurs; les donné es brutes qui ont ét é analysé es proviennent d’entretiens, de groupes de discussion, d’artefacts et deré unions de projet. L’originalit é de ce travail ré side dans l’importance attachée à la cré ation d’un journal électronique pour accompagner le portfolio . Sur la base de nos conclusions dans cette étude de recherche appliqué e, nous remettons en question la documentation existante tout en y contribuant sur des sujets tels que la conception du projet de portfolio électronique, la comparaison du processus et du produ it, l’utilisation demodèles, les logic ie ls sociaux et la documentation.  \nIntroduction  \nOur research suggests that eJournals 1 help to make ePortfolios more authentic and relevant to the students ’ lives . Focusing on reflection and inquiry, the study explored the use of social software as a tool to build and sustain a community of practice, recognizing that teacher education lives in a community well beyond the university experience .  \nThe relevance of this topic rests in the link between journaling and portfolio development as well as the integration of technology for authentic purposes . The students who were  \ninvolved in this pilot left our program prepared to work differently, having experienced technology as an enabler of changed teaching and learning.  \nResearch findings presented in this paper challenge some of the notions presented in the literature below and support others . The paper will report on the integration of eJournals within an ePortfolio environment to allow robust formative and summative assessment of pre service teacher work and to encourage the development of a community of practice among student teachers, partner teachers, and university instructors .  \nTheoretical Framework  \nIn recent years, the literature ( Barrett, 2003, 2005; Fox, Kidd, Painter & Ritchie, 2006; Jafari & Kaufman, 2006) is rife with discussion about the value of portfolios (both paper and electronic ) for educational purposes . Of particular interest to this study and, on a larger scale, to our inquiry based, two year, after degree, teacher preparation program, were the advantages of authentic assessment afforded by portfolios ( [http://www.educ1.ucalgary.ca/dtp/program/ index.html](http://www.educ1.ucalgary.ca/dtp/program/ index.html)). Darling Hammond and Snyder (2000) use their framework for assessment to present a convincing argument","cbCainwIXsPf2txu","https://ap.wps.com/l/cbCainwIXsPf2txu","pdf",1321619,"English","# Introduction\n# Theoretical Framework\n## Portfolio-based assessment and authentic evidence\n## Documentation and reflective practice","[{\"question\":\"What is the document’s main focus?\",\"answer\":\"It examines how eJournals can support ePortfolio development for assessment in a teacher education program.\"},{\"question\":\"How was the pilot study conducted?\",\"answer\":\"The study draws on a two-year action research pilot with five student teacher cohorts and five instructors, using interviews, focus groups, artifacts, and project meetings for analysis.\"},{\"question\":\"Which topics related to ePortfolios does the paper extend?\",\"answer\":\"It challenges and adds to existing ePortfolio literature on project design, process versus product, templates, social software, and documentation.\"}]","The value of eJournals to support ePortfolio development for assessment in teacher education | PDF",1792085540]