Identifying judgments supported by preservice teacher electronic portfolios

Date of Completion

January 2007


Education, Educational Psychology|Education, Teacher Training|Education, Technology of




This is a multi-manuscript dissertation containing three studies that investigate the types of judgments preservice teacher electronic portfolios seem likely to support.^ The first study developed a taxonomy based on a synthesis of state and national teaching standards, of classroom teaching that characterizes what K-12 teachers need to know and be able to do. The taxonomy was used in the other two studies to categorize judgments and determine to what degree the judgments span the domain of K-12 classroom teaching.^ Using a think-aloud interview protocol, the second study investigated judgments teacher education faculty members made about student teachers' teaching ability, based on evaluation of electronic portfolios prepared by the student teachers. Analysis of the think-aloud data indicated that participants predominantly made judgments in the taxonomy areas of content knowledge, general pedagogic knowledge, instructional planning and design, instructional delivery, assessment practices, and reflection, suggesting these are the aspects of teaching most visible in these portfolios. In terms of the taxonomy, participants made relatively few judgments in the areas of knowledge of pupil development and background, learning environment management, interaction with and support of pupils, and professional and leadership practices. A sample of teacher portfolio assessment rubrics served as a triangulation data source, analysis of which supported much of the results from the think-aloud data.^ The third study further analyzed the think-aloud data from Study Two to identify the portfolio artifacts on which faculty participants based their judgments. Video proved the richest source of judgments, followed by lesson plans, and reflections.^