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ERIC Number: EJ1107603
Record Type: Journal
Publication Date: 2012
Pages: 26
Abstractor: As Provided
ISSN: ISSN-2157-622X
Using the e-Portfolio to Document and Evaluate Growth in Reflective Practice: The Development and Application of a Conceptual Framework
Pitts, Wesley; Ruggirello, Rachel
International Journal of ePortfolio, v2 n1 p49-74 2012
This case study focused on the electronic portfolio (e-portfolio) as a portrait of teacher growth in an in-service chemistry education graduate program. The e-portfolio provided a multimedia space for systematic documentation of teacher professional growth within the domain of reflective practice. In this study, the outcome and illustration of authentic growth was theorized and evaluated using a system of quality criteria (ontological, educative, catalytic, and tactical). Findings showed that successful e-portfolio entries illustrating reflective practice were created when teacher participants explicitly showed how they experienced growth (increased professional competency) over time through well-coordinated sets of baseline- and post-baseline evidence. The conceptual framework introduced in this article responds to calls for robust models to analyze growth through reflective practice in the development of e-portfolio pedagogy.
Center for Teaching and Learning, University of Georgia. North Instructional Plaza, University of Georgia, Athens, GA 30602. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: EHR0412404