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Using electronic portfolios to promote reflective thinking in language teacher education

Ayan, Didem
This study aimed at investigating the role of electronic portfolios in fostering pre-service teachers' reflective thinking. The research was conducted with pre-service English language teachers enrolled in a practicum course in an undergraduate teacher education programme in Turkey. The data were collected through e-portfolios and interviews. The findings revealed that e-portfolios gave participants a sense of ownership, fostered reflecting thinking, supported collaboration and allowed them to make connections between theory and practice. With the ongoing nature of the e-portfolio, participants had the chance of developing and reviewing their portfolio artefacts whenever and wherever they wanted. Therefore, electronic portfolios allowed teacher candidates to reflect more on their own work and thus engage in on-going professional development.