Learning and growing together with e-portfolio development

A case study of non-native speaker japanese language teachers

Chooi Kean Ang, Mohamed Amin Embi

Research output: Contribution to journalArticle

Abstract

In order to contribute towards continuing professional learning and development (CPD), this project seeks to promote a self-directed mechanism of the CPD effects of five non-native speakers of in-service Japanese language in secondary schools in Malaysia. It utilizes two tiers of e-portfolios: individual- and group-based portfolios developed on the Google site platform. This project is designed to (1) determine the extent of the development of individual e-portfolios in enhancing the personal and professional development of Japanese language teachers, (2) determine the extent of the development of group e-portfolio in enabling the creation of a learning community and a community of practice among Japanese language teachers, and (3) identify challenges faced by the participating teachers in developing the eportfolios. This longitudinal case study employed email interviews and an additional face-to-face interview at the end of the two developmental phases of individual- and group-based e-portfolios. The findings indicated that, generally, all five participating in-service teachers perceived the e-portfolio positively as a learning and professional development tool, specifically in raising awareness of the necessity to carry out their own ongoing learning. All the participants also stated the need for strict self-discipline in self-directed learning and continuing self-advancement in their Japanese language skills. In addition, all participating teachers also claimed that developing the e-portfolio provided them with positive, motivational mental and emotional impacts, namely in terms of senses of pride, accomplishment, and enjoyment, as well as recognition as Japanese language teachers. Nevertheless, the teachers also reported that they faced challenges in developing the e-portfolio in terms of time, IT, multi-tasking skills, self-discipline, other pressing duties, and school workload.

Original languageEnglish
Pages (from-to)1-14
Number of pages14
JournalInternational Journal of Adult, Community and Professional Learning
Volume21
Issue number3-4
Publication statusPublished - 2015

Fingerprint

teacher
language
learning
multiple stress
Group
interview
development project
workload
search engine
community
Malaysia
secondary school
school

Keywords

  • Continuing professional learning and development
  • E-portfolio
  • In-service teachers
  • Japanese language

ASJC Scopus subject areas

  • Education

Cite this

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abstract = "In order to contribute towards continuing professional learning and development (CPD), this project seeks to promote a self-directed mechanism of the CPD effects of five non-native speakers of in-service Japanese language in secondary schools in Malaysia. It utilizes two tiers of e-portfolios: individual- and group-based portfolios developed on the Google site platform. This project is designed to (1) determine the extent of the development of individual e-portfolios in enhancing the personal and professional development of Japanese language teachers, (2) determine the extent of the development of group e-portfolio in enabling the creation of a learning community and a community of practice among Japanese language teachers, and (3) identify challenges faced by the participating teachers in developing the eportfolios. This longitudinal case study employed email interviews and an additional face-to-face interview at the end of the two developmental phases of individual- and group-based e-portfolios. The findings indicated that, generally, all five participating in-service teachers perceived the e-portfolio positively as a learning and professional development tool, specifically in raising awareness of the necessity to carry out their own ongoing learning. All the participants also stated the need for strict self-discipline in self-directed learning and continuing self-advancement in their Japanese language skills. In addition, all participating teachers also claimed that developing the e-portfolio provided them with positive, motivational mental and emotional impacts, namely in terms of senses of pride, accomplishment, and enjoyment, as well as recognition as Japanese language teachers. Nevertheless, the teachers also reported that they faced challenges in developing the e-portfolio in terms of time, IT, multi-tasking skills, self-discipline, other pressing duties, and school workload.",
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