Abstract
Digital literacy is a cornerstone of all teacher education programmes, the significance of digital tools in teaching and learning now universally recognised. This case study reports on the development of a digital portfolio in initial teacher education as a mechanism towards documenting learning, fostering reflection and building key digital competencies both at the individual teacher and wider school community level. In so doing, it sought to glean insights into how learning and pedagogical knowledge development of student teachers can be supported by the development of digital portfolios while on school placement in collaboration with cooperating (host) teachers. Through an analysis of interviews with 10 student teachers, 10 co-operating teachers, 10 university tutors and a review of the reflective diaries of 10 student teachers our findings supports the view that while there is a need for investment of time and resources, digital portfolios can facilitate a more inclusive teaching and learning environment, foster collaborative practice between student teachers and co-operating teachers and deepen school-university partnerships.
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Farrell, R., Marshall, K. (2020). The Interplay Between Technology and Teaching and Learning: Meeting Local Needs and Global Challenges. In: Fox, J., Alexander, C., Aspland, T. (eds) Teacher Education in Globalised Times. Springer, Singapore. https://doi.org/10.1007/978-981-15-4124-7_3
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