Eportfolios Between Reflection And Assessment - Experiences From Teacher Education

Abstract

This article describes the use of ePortfolios in the context of the academic training of business teachers. The focus is on the question of whether and in what way reflection takes place in ePortfolios and which factors could favour this reflection. Based on theoretical foundations and the specific requirements of the application context, two exemplary scenarios for ePortfolio use in the study of business education are presented. Based on a two-dimensional operationalisation, the ePortfolios of N=140 participants are examined in a quantitative content analysis with regard to reflective statements. The overall picture shows a predominance of superficial reflection. Deep reflection, on the other hand, seems to be favoured when reflection assignments are included in the performance assessment and are supported by open orientation questions. These results can be interpreted as initial indications for the reflective design of ePortfolios.