(94)PAPER-BASED VERSUS DIGITAL APPROACH: A COMPARATIVE STUDY OF RECORDING PROFESSIONAL DEVELOPMENT FOR INITIAL TEACHER TRAINEES

摘要

This paper reports on a small case study at the University of Wolverhampton where trainees enrolledon a primary Post Graduate Certificate in Education (PGCE)course recorded their professionaldevelopment in two forms, paper-based and electronically. It may influence future practice of howtrainees chart their progress against qualified teacher status (QTS)in primary education. In order togain QTS, trainees need to meet the Q standards as stipulated by the Teacher Development Agency(TDA)whilst on school attachment. This cycle of research builds upon the developments of the designof the electronic Record of Professional Development (eRoPD)and will provide valuable data toinform future practice. The focus is with primary trainees but useful comparisons within dataconcerning secondary trainees is also available.A range of literature was considered with a focus on the use of electronic portfolios and exploring thepersonalised learning agenda and ubiquitous mobile technologies to meet the needs of the 21stcentury learner. The study is located within an interpretative paradigm employing qualitativemethodology to gather and analyse data. The study focuses on respondents' attitudes, beliefs andunique interpretations of their experiences and therefore access to reality is gained through socialconstructions such as language and shared meanings. The methodology supports that of a 'grounded'approach to qualitative research.For the purposes of this study, 22 trainees enrolled during 2009/10 on PGCE course participated froma cohort of 73. It was decided to focus on the opinions of those involved in the completion andcontribution of a paper-based Record of Professional Development (RoPD)and the electronic model,the eRoPD; that is to say, trainees, University tutors and school-based mentors. Mobile and handheldtechnologies were tools utilised by trainees to collect evidence of progression against the TDA Qstandards when using the electronic method. Opinions were sought from the respondents to identifythe current practice of the paper-based approach and any perceived benefits and shortfalls of theexisting model. Similarly, opinions were also sought from the same respondents when utilising theeRoPD. Three methods of data collection were used: focus groups, questionnaires and semistructuredinterviews. The study identified whether there were any perceived benefits of using thetechnology and whether it held any perceived advantages over the conventional paper based methodof recording professional development.The study findings were that the RoPD is regarded as a simple and easy to use document but thereappears to be inconsistencies in practice of how the document is used. The eRoPD proved to be thefavoured approach by trainees because of the flexibility and convenience it offers. It allowed traineesto gather a variety of e-based evidence and manage their own selected materials to be formativelyassessed. The eRoPD tools were also regarded as useful support for trainees. Furthermore, thefacility for tutors and mentors to have access to trainee evidence whenever and wherever wasinvaluable and certainly proved of great benefit to the trainees. In the best of cases, on-goingfeedback enhanced the support of trainees and there was a clear shift in the use of the document as itwas regarded by trainees as a collaborative document, considered to support useful formativefeedback. However there were cases of poor practice and support by mentors and use by trainees. Allparties reported that there was an increase in time commitment when utilising the eRoPD and it wasidentified that mentors particularly, required further support in making best use of the electronicdocument.