REFLECTION ON THE USE OF E-PORTFOLIOS DURING TEACHING PRACTICUM AT A UNIVERSITY OF TECHNOLOGY IN SOUTH AFRICA
Open accessAbstract
"During teaching practicum student teachers are expected to acquire major pedagogical skills that have to do with classroom management; organisation; self-criticism; leadership; teaching; testing and assessing between themselves. Evidence of all activities of a student-teacher during teaching practicum is usually contained in a portfolio of evidence which is submitted to the faculty at the end of the program. At the Central University of Technology, this portfolio has always been paper-based. The aim of this project is to reflect on the use of e-portfolios during teaching practicum as a replacement for paper-based portfolios. The project used Participatory Action Research (PAR) as a research methodology. Workshops, interviews, and observations were used as data-gathering instruments. Internal stakeholders took part in the project and included student teachers and lecturers, and the e-learning center at the Central University of Technology. This report provided an overview of the entire project, including the planning phase results. Thematic analysis arrived at teacher training institutions must adopt e-portfolios as a reflective tool to enhance students learning."
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
0 of 16 cited sources checked · 0 supported · 0 flagged
- Findingown data
The most difficult part for students was uploading the e-portfolio onto the system for evaluation.
“The most difficult part was uploading the e-portfolio onto the system for evaluation.”
Quote in the paperNot a substantial claim - Findingnone given
More e-learning centre workshops and face-to-face meetings and interactions resulted in increased motivation, learning, co-teaching, and community of practice.
“More e-learning centre workshops and face-to-face meetings and interactions resulted in increased motivation, learning, co-teaching, and community of practice.”
Quote in the paperSubstantial claim - Findingnone given
The instructors were a little nervous about introducing e-portfolios and the process during the initial workshop and face-to-face meetings.
“The instructors were a little nervous about introducing e-portfolios and the process during the initial workshop and face-to-face meetings.”
Quote in the paperNot a substantial claim - Findingown data
During the teaching practicum, the majority of the students felt at ease with e-portfolios.
“During the teaching practicum, the majority of the students felt at ease with e-portfolios.”
Quote in the paperNot a substantial claim - Findingown data
To build their e-portfolios, students needed information help and motivation from their lecturers.
“In order to build their e-portfolios, students needed information help, and motivation from their lecturers.”
Quote in the paperSubstantial claim
- Interpretationreasoning
The use of e-portfolios was found to be a feasible option to overcome the challenges faced by the institution.
“As a result, lecturers had to come up with a way to overcome these challenges, and the use of e-portfolios was found to be a feasible option.”
Quote in the paperSubstantial claim- Rests on an assumption: At the Central University of Technology, the teaching practicum portfolio has always been paper-based.
- Rests on an assumption: The university did not have enough storage facilities to store paper-based portfolios in line with DHET requirements.
- Rests on an assumption: Submission of paper-based portfolios during the Covid-19 period was practically impossible because there was minimum physical contact between the institution and students.
- Rests on an assumption: Recording the reflections on the student's experiences during the Covid-19 was a challenge.
- Rests on an assumption: Evaluating paper-based portfolios and evaluating student-teachers teaching in front of a class during the Covid-19 period presented a challenge.
- Premisecitation
To comply with MRTEQ, teacher education institutions in South Africa must send student teachers for work-integrated learning as part of practical learning.
“To comply with the prescripts of the Policy on the Minimum Requirements for Teacher Education Qualifications (MRTEQ), teacher education institutions in South Africa must send student teachers for work-integrated learning (WIL) as part of practical learning.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Department of Higher Education and Training, 2015
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Premisecitation
E-portfolios can promote immediate feedback from both peers and lecturers.
“E-portfolios can promote immediate feedback from both peers and lecturers (Van Wyk, 2017, Pallitt, Strydom & Ivala, 2015).”
Quote in the paperNot a substantial claim0 of 2 sources checked- cites Van Wyk, 2017 source
- cites Pallitt, Strydom & Ivala, 2015
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Interpretationreasoning
e-Portfolios for teaching practicum could be implemented at all levels.
“The positive result was that e-portfolios for teaching practicum could be implemented at all levels.”
Quote in the paperSubstantial claim
- Classified as probably not a substantial claim. 14
- May combine two claims. 6
Probably not a substantial claim: may not pass S3 (load-bearing).
Findingown datae-Portfolios covered documents that students can use to reflect on their teaching.
“e-Portfolios covered documents that students can use to reflect on their teaching.”
Quote in the paperNot a substantial claimClassified as probably not a substantial claim. May combine two claims.
Findingown dataThe lecturing staff needed to be taught about e-portfolios and have access to technological support.
“The lecturing staff needed to be taught about e-portfolios and have access to technological support.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationTeaching practice involves teaching in an authentic and simulated classroom environment.
“It involves teaching in an authentic and simulated classroom environment (Department of Higher Education and Training, 2015).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Department of Higher Education and Training, 2015
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationE-portfolios are key to curriculum integration and implementation that takes both technology and pedagogy into account.
“E-portfolios are key to curriculum integration and implementation that takes both technology and pedagogy into account (Pallitt, Strydom & Ivala, 2015).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Pallitt, Strydom & Ivala, 2015
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
PremisecitationTeaching practice includes learning from practice through observations and reflection on others' lessons, and learning in practice through preparing, teaching, and reflecting on one's own lessons.
“First, TP includes aspects of learning from the practice of teaching in the form of observations and reflecting on lessons taught by others, as well as learning in the practice of teaching which involves preparing lessons, teaching, and reflecting on lessons presented by oneself (Van Wyk, 2017).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Van Wyk, 2017 source
Classified as probably not a substantial claim. May combine two claims.
Premisecitatione-Portfolios are a way to generate learning as well as document learning.
“e-Portfolios are a way to generate learning as well as document learning (Basken, 2008).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Basken, 2008
Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
PremisecitationE-portfolios can provide opportunities for reflective practices and potential for collaborative learning.
“It can provide opportunities for reflective practices and provide a potential for collaborative learning (Pallitt, Strydom & Ivala, 2015).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Pallitt, Strydom & Ivala, 2015
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Classified as probably not a substantial claim.
PremisecitationPAR gives participants an opportunity to engage in identifying or acknowledging the existence of the problem, studying the problem, analysing it, and designing ways of addressing the problem.
“Additionally, it will give participants an opportunity to engage in identification or acknowledging the existence of the problem; studying the problem; analysing it, and designing ways of addressing the problem (Kemmis, et al. 2014).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Kemmis, et al. 2014 source
Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
PremisecitationTraditional portfolios have been paper-based, but recently the rise of electronic portfolios format has been observed.
“Traditional portfolios have been in a paper-based format but recently because of the increased integration of technology into teacher preparation curriculum, the rise of electronic portfolios format has been observed (Wray, 2007).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Wray, 2007 source
Classified as probably not a substantial claim.
PremisecitationPortfolios facilitate student-teachers' reflections on their knowledge building and complex realities in their teaching practices.
“It is a media that facilitate student-teacher's reflections on their knowledge building and complex realities in their teaching practices (Van Wyk, 2017).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Van Wyk, 2017 source
Probably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationPAR involves collective, community-based research since all participants benefit on the ground of shared responsibility.
“The paper involved collective, community-based research since all participants will benefit on the ground of shared responsibility (Kemmis, et al. 2014).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Kemmis, et al. 2014 source
Probably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationFull-time B.Ed. student teachers in South Africa are required to spend a minimum of 20 weeks and a maximum of 32 weeks in formally supervised and assessed school-based practice over the four-year degree.
“During this period student teachers who are registered full-time for a Bachelor of Education (B.Ed.), according to MRTEQ, are to spend a minimum of 20 weeks and a maximum of 32 weeks in a formally supervised and assessed school-based practices over the four-year duration of their degree (DHET,2015).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites DHET,2015
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationPortfolios are a means to measure student teachers' readiness to teach.
“It is also a means to measure student teachers' readiness to teach (Wray, 2007).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Wray, 2007 source
Probably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationPortfolios have been broadly recognized and applied to develop prospective teachers' reflection competencies in the last two decades.
“Portfolios have been broadly recognized and applied to develop prospective teachers' reflection competencies in the last two decades (Carl & Strydom, 2017).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Carl & Strydom, 2017 source
May combine two claims.
PremisecitationThe e-portfolio can be easily shared, stored, and updated.
“The e-portfolio was preferred because it can be easily shared, stored, and updated (Pallitt, Strydom & Ivala, 2015).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Pallitt, Strydom & Ivala, 2015
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
The paper relies on this without support.
At the Central University of Technology, the teaching practicum portfolio has always been paper-based.
“At the Central University of Technology, this portfolio has always been paper-based.”
The paper relies on this without support.
The university did not have enough storage facilities to store paper-based portfolios in line with DHET requirements.
“The university did not have enough storage facilities to store paper-based portfolios in line with the requirements of DHET, one of which is that the institution must keep the students' portfolios for a period of three years after completion of their study.”
The paper relies on this without support.
Submission of paper-based portfolios during the Covid-19 period was practically impossible because there was minimum physical contact between the institution and students.
“Second, submission of paper-based portfolios during the Covid-19 period was practically impossible because during this period there was minimum physical contact between the institution and students.”
The paper relies on this without support.
Recording the reflections on the student's experiences during the Covid-19 was a challenge.
“Third, recording the reflections on the student's experiences during the Covid-19 was a challenge.”
The paper relies on this without support.
Evaluating paper-based portfolios and evaluating student-teachers teaching in front of a class during the Covid-19 period presented a challenge.
“Last, evaluating paper-based portfolios and evaluating student-teachers teaching in front of a class during the Covid-19 period presented a challenge.”
The paper relies on this without support.
Traditionally, first-year to fourth-year teacher candidates created and presented paper-based portfolios that proved their understanding of teaching and pedagogy.
“Traditionally, first-year to fourth-year teacher candidates created and presented paper-based portfolios that proved their understanding of teaching and pedagogy.”
The paper relies on this without support.
Institutions were pushed to alter their teaching and assessment practices as a result of Covid-19.
“Institutions were also pushed to alter their teaching and assessment practices as a result of the Covid 19.”
The paper relies on this without support.
e-Portfolios support students' own knowledge construction and make invisible aspects of the learning process visible.
“They also support students' own knowledge construction and make invisible aspects of the learning process visible.”
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
Each contradiction between two passages listed here was confirmed by an independent check.
Fourth-year practicum exceeds the stated placement length
MinorThe paper says school placements last two or three weeks depending on year of study, but later specifies six weeks for fourth-year students without describing a split into shorter placements.
“Student teachers at the Central University of Technology normally go on teaching practice, at schools, for a period of two or three weeks depending on their year of study.”
“In their 4 th year of study, student-teachers go for six weeks of the actual teaching and lecturers visit their respective schools to evaluate them.”
Shulman citation year differs from the reference list
MinorThe text attributes the quoted definition to Shulman in 1998, while the paper's only Shulman reference is dated 1987.
“Shulman (1998, 37), an early proponent of educational portfolios, defines the teacher's working portfolio”
“7. Shulman, L. 1987. Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-23.”
Cites
Cohen, L., Manion, L., & Morrison, K. (2007) · Routledge eBooks · doi:10.4324/9780203029053 · Cited by 23,658 · see citing works
Knowledge and teaching: Foundations of the new reform
Shulman, L. (1987) · Harvard Educational Review · doi:10.17763/haer.57.1.j463w79r56455411 · Cited by 16,787 · see citing works
Cohen, L., Manion, L., & Morrison, K. (2017) · doi:10.4324/9781315456539 · Cited by 6,018 · see citing works
The Action Research Planner: Doing Critical Participatory Action Research
Kemmis, S., McTaggart, R., & Nixon, R. (2014) · doi:10.1007/978-981-4560-67-2 · Cited by 4,207 · see citing works
Department of Curriculum Studies, F. O. E., Carl, A., Strydom, S., & Centre for Learning Technologies, S. U. (2017) · South African Journal of Education · doi:10.15700/saje.v37n1a1250 · Cited by 55 · see citing works
van Wyk, M. M. (2017) · South African Journal of Higher Education · doi:10.20853/31-3-834 · Cited by 45 · see citing works
Electronic Portfolios in a Teacher Education Program
Wray, S. (2007) · E-Learning and Digital Media · doi:10.2304/elea.2007.4.1.40 · Cited by 18 · see citing works
(2008) · The chronicle of higher education · Cited by 16 · see citing works
Flagged first, then by citations
2 of the 10 references couldn’t be matched to a known paper.
- Authors
- Mollo, P. P., Thabane, R. W., & Lenong, B.
- Affiliations
- Central University of Technology (ZA)
- Venue
- Education and New Developments 2022 – Volume I
- Publisher
- inScience Press
- Published
- 2022-06-17
- Pages
- 59-62
- OpenAlex
- W4286278815
- Semantic Scholar
- 3a60c432e3372dcd61b132140de34bad84ff7104
- Cited by
- 0
- References
- 10
- FWCI
- 0.00
- Type
- conference paper
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Education and New Developments 2022 – Volume I (publishedVersion)
- Funders
- Central University of Technology
- Topics
- Social Sciences › Education › Reflective Practices in Education
- Physical Sciences › Computer Science › Information Systems › Educational Technology and E-Learning
- Social Sciences › Education › Teacher Education and Leadership Studies
- Keywords
- e-portfolio, teaching practicum, pre-service teachers, reflective practice, teacher professional development, technical universities, online learning, portfolio assessment, classroom management
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Claims read by deepseek-v4.1-flash under definition version 3 (extract-v3) on 2026-10-11.
Classified by jev-1.13-20260917 (gold-guideline-v0.2) on 2026-10-11.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
