Using ePortfolios to Investigate the Long-term Impacts of Language Teacher Education Programs

本研究的目的是定性地调查小学、初中和高中教师的英语教学原则和教学是如何从他们任职前的阶段发展到他们职业生涯的三年的。然而，疫情影响了我们访问学校的计划，因此，该项目被延长了一年。职前教师将ePortfolios作为一种反思练习的手段。这需要他们写下他们的教学原则和他们的教学经验，或者影响他们原则的关键事件。在2022财年，有两个主要里程碑。首先，增强了ePortfolio系统，使学生能够标记他们的教学原则，并将这些原则与他们在大学教学方法课程中学习的领域联系起来。这是通过为ePortfolios创建一个新的标签系统来实现的。利用标记系统，可以确定特定班级的主要教学原则、主要目标和频繁发生的关键事件。这一发现发表在《语言教学与学习的创新》杂志上。第二个里程碑是将ePortfolio系统转移到一个新的网站。在新网站上，2016年至2022年期间200名学生教师的ePortfolios被存档，该项目的现有成员和毕业生可以访问。本研究分析了174名师范生的484份关于ePortfolios的危急事件报告，以确定他们在第一次教学时面临的主要挑战。

The purpose of this research is to qualitatively investigate how the English language teaching principles and instruction of elementary, junior high school, and senior high school teachers evolved from their pre-service stage to a period three years into their teaching careers. The pandemic, however, has impacted our plans to visit schools and, thus, the project has been extended for one year.Pre-service teachers use ePortfolios as a means of reflective practice. This entails them writing about their teaching principles and their pedagogical experiences, or critical incidents, that have influenced their principles. In FY 2022, there were two primary milestones. First, the ePortfolio system was enhanced to enable to students to label their teaching principles and link them to areas that they had studied in their university teaching methodology courses. This was done by creating a new tagging system for the ePortfolios. Making use of the tagging system, it is possible to ascertain the dominant teaching principles, primary goals, and frequent critical incidents of a particular class. The findings were published in the journal, Innovation in Language Teaching and Learning.The second milestone was moving the ePortfolio system to a new site. In the new site, the ePortfolios of 200 student-teachers between 2016 and 2022 were archived and accessible to current members and graduates of the program. 484 critical incident reports on the ePortfolios of 174 student-teachers were analyzed to identify the primary challenges that they face when teaching for the first time.