A construção do e-portfolio reflexivo na formação inicial de professores

Abstract

The e-portfolio (digital portfolio) is one of the resources that have been integrated into the educational process online. Initially perceived as a tool to assess the learning outcomes, it has recently been recognized as a valuable tool in the learning process itself. Indeed, it is argued that as the student collects, selects, organizes and reflects on the materials that integrate the process, he builds knowledge and develops a whole range of other skills and attitudes, in a dialogic relationship with knowledge and with the other participants in the process.

Nevertheless, this ‘new’ function of the e-portfolio has not been systematically evaluated yet, which could show its added value.

Thus, there is an ongoing research project which has as main purpose to design, implement and evaluate the impact of the dialogic construction of the e-portfolio as a tool of reflection of and for the learning outcomes, in the context of Initial Teacher Training, namely a Pedagogy distance course. Specifically, it is aimed to assess the resonance of the dialogic construction of the e-portfolio at different levels promotion of the critical reflection (which also mobilizes), construction of new knowledge, and development of positive attitudes towards a continuous learning.

This is a qualitative research, with a case study design, involving a class attending the Pedagogy distance course at the University of Santa Catarina State. The main techniques for data collection are observation, document analysis in a virtual context, and interviews. The data collected will be subject to a content analysis supported by the software webQDA, guided by categories of analysis to be defined recursively, but based on the research questions which are to be answered.