The perceptions of preservice teachers and teacher education faculty regarding the e-portfolio process

This research used a multi-case study design and the participants included all ten senior level teacher candidates completing their undergraduate degree in physical education and all four teacher education faculty in the Department of Physical Education.; Data from all interviews, a computer skills questionnaire, department and faculty documents, and the e-portfolios were analyzed with the help of the qualitative software package, QSR NUD*IST, v. 5 (QSR International, 2000). Analysis of data resulted in three themes: time, support, and professional growth and development.; Participants reported the amount of time spent putting the e-portfolio together into an electronic format was time consuming particularly with all the different technologies involved. Preservice teacher participants reported that demonstrating a skill they need as teachers concerning the selection of artifacts for each Accomplished Practice and the amount of time it took to understand each Accomplished Practice was time consuming. Faculty reported that teaching the skills needed to develop the e-portfolio took time away from other academic content and that the skills needed required extra re-tooling on their part.; All participants felt having the adequate hardware, software and facility support was a must in the development of the e-portfolio. Faculty found support from each other throughout the process both from within the program as well as from the College community. Teacher candidates found receiving support and guidance from those involved in the e-portfolio process allowed them to share their ideas about the portfolio with their classmates and to communicate with faculty and graduate assistants directly involved in the process.; Preservice teacher candidates revealed that one benefit in having to do the e-portfolio was the sense of accomplishment in the finished product. Another benefit was developing technical skills using various types of hardware and software. Even those teacher candidates who expressed their reservations toward developing the e-portfolio admitted they improved their technology skills. Preservice teacher candidates also cited having an advantage over other teacher candidates in the job process. Faculty discussed their own professional growth as a result of implementing the e-portfolio and the benefits for both the program and their own classes.