Teachers’ Views on Electronic Teacher Portfolio Preparation Process

Abstract

The purpose of the study has been framed as exploring the views of the participants on the process of preparing an electronic teacher portfolio through peer coaching. The study was designed as a case study. The participants of the research consisted of 10 volunteer teachers who were graduate students in the field of Curriculum and Instruction at the level of master’s degree. They developed a teacher portfolio within the scope of the research. The data were collected through the Pre-Questionnaire Form applied at the beginning of the study and the Post Questionnaire Form applied in the end. The data obtained from the questionnaire forms were analyzed by content analysis method. As a result, it was observed that portfolio development process through peer coaching contributed to teachers’ professional development and reflection. Teachers stated the electronic portfolios were more functional than traditional portfolios. It was seen that they had difficulties in allocating time to portfolio work. It may also be suggested to conduct longer-term studies with a broader participation. In addition, the needs of teachers regarding time should also be considered, and fixed time arrangements should be made for such collaborative work in their timetables.