Pen/paper and electronic portfolios : an effective tool for developing reflective thinking of Turkish EFL student teachers?

Abstract

This study investigates the role of portfolio development on the improvement of the reflective thinking ability of five Turkish EFL (English as a Foreign Language) student teachers from a University in Turkey. In this case study, participants’ reflective papers written for their pen/paper and electronic portfolios and their interviews were analysed. The results showed that the process of preparing a pen/paper portfolio provided a useful approach to enhancing professional development, with a few negative comments regarding the time involved in keeping the portfolio, positive comments regarding the support and collaboration that peers provided, as well as its contribution to their professional development in terms of reflective thinking and self-confidence. The results of the interview analysis also supported the notion that student teachers generally responded favourably to the development of a written portfolio. On the other hand, the process of preparing an electronic portfolio did not enhance reflective thinking since the student teachers were more concerned about the technicalities and the layout of the electronic portfolios rather than the content of the artefacts.