Publications on ePortfolio: Archives of the Research Landscape (PEARL)

The role of E-portfolios in higher education: The experience of pre-service teachers


Babaee, M., Swabey, K., & Prosser, M. (2021). The role of E-portfolios in higher education: The experience of pre-service teachers. Journal of Digital Learning in Teacher Education, 37(4), 247–261.


The term e-portfolio refers to a portfolio an electronic format that allows users to collect evidence of learning in several media types (e.g., audio, video, text, and graphics) and to organise these using hypertext links. E-portfolios have been introduced into teacher education programs internationally to help pre-service teachers (PST) build records of their learning and reflections. The tool allows them to assemble a collections of evidence of their achievements against graduate standards. These e-portfolios may function as digital CVs; and support lifelong learning after graduation. Through investigating the experience of e-portfolio use by PSTs, this article provides significant evidence about the high-quality implementation of e-portfolios in higher education. The reasons behind the participants’ success in an e-portfolio-based unit is explored. In particular, the research explores the reasons why several participants were more successful than others when using e-portfolios. This is the first research that has examined PSTs perspectives on e-portfolio-based learning within constructivism, students’ approach to learning (SAL), the 3 P model (presage, process, and product) of learning, and self-regulated learning (SRL). This article aims to examine the efficacy of e-portfolios as an evidence-based strategy for the demonstration of pre-service teachers (PSTs) teaching philosophy. PSTs (N = 73) used e-portfolios to demonstrate their understanding of the Australian Institute of Teaching and School Leadership (AITSL) standards in their teacher education program. The participants in this research presented samples of evidence about teaching philosophy, internship, and professional development experiences to cover professional knowledge, professional practice, and professional engagement in their e-portfolios. The reported research in this article is part of a larger research project and in accordance with the applied theoretical framework, gives a central focus on how PSTs perceive, conceive, and interpret the e-portfolios at universities.

Category: Empirical, Outcomes