Speaker
Description
Phan Thi Anh Nga1*
1HCMC University of Foreign Languages - Information Technology, Vietnam
Corresponding author’s email: ngapta@huflit.edu.vn
ABSTRACT
Teacher E-portfolios are vital tools for capturing the multifaceted nature of teaching, enabling educators to document and reflect on their professional journey (Johnson, 2022). Teaching is widely acknowledged as a complex process that necessitates a nuanced approach to accurately assess its efficacy. The use of teacher electronic portfolios accommodates this complexity, offering educators diverse methods to showcase their achievements. The literature on E-portfolios in teacher education has undergone a significant transformation, enhancing its expectations and broadening the avenues for teachers to showcase their accomplishments. The objective of this study is to enhance university teachers awareness of the importance of continuous professional growth and to promote professional self-development through the use of teacher E-portfolios. For this study, a mixed-methods approach was deemed appropriate, combining both qualitative and quantitative research methods. Data was gathered through attitude surveys, questionnaires, interviews, and document reviews to examine how participants utilized their portfolios. The instruments included questionnaires and interviews with ten Vietnamese teachers of English from a state university in central Vietnam. Participants agreed that, on average, developing teacher E-portfolios positively influenced their professional beliefs and fostered a stronger sense of professionalism. Furthermore, most respondents agreed that teacher E-portfolios are effective tools for professional self-development, aligning with teaching and learning quality assurance policies within the context of educational reform.
Keywords: Teacher E-portfolios, professional self-development tool, teaching and learning quality assurance.
