Utilising E-Portfolios and Videos to Encourage Dialogic Reflections in Pre-service Teacher Education: An Analysis of Two Interventions from Bangladesh and Malaysia.

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Bibliographic Details
Title:	Utilising E-Portfolios and Videos to Encourage Dialogic Reflections in Pre-service Teacher Education: An Analysis of Two Interventions from Bangladesh and Malaysia.
Authors:	Gulzar, Nusrat¹ nusrat.gulzar@warwick.ac.uk, Bin Ahmad, Muhammad Fitri¹ muhammad-fitri-bin.ahmad@warwick.ac.uk, Mann, Steve¹ steve.mann@warwick.ac.uk
Source:	TESL-EJ. Aug2025, Vol. 29 Issue 2, p1-30. 30p.
Subject Terms:	Training of student teachers, Reflective learning
Abstract:	This paper discusses two interventions that explored the use, practice and outcomes of e-portfolios and videos in encouraging reflective practice (RP) in pre-service teacher education programmes in Bangladesh and Malaysia. The first case (Bangladesh) evaluates a tailored intervention facilitating student teachers' online reflections via Google Sites. Reflexive thematic analysis (Braun & Clarke, 2019) of interviews, e-portfolio entries, and peer-to-peer conversations suggest that the flexible nature of the e-portfolio facilitation process, including targeted scaffolding and tasks, enabled student teachers to reflect on learning experiences through dialogues with self, peers and the researcher. The second case (Malaysia) examines the use of video-enhanced observation (VEO) platforms in promoting dialogic reflection. Thematic analysis of collaborative discussions, interviews, and reflective vignettes revealed that STs valued videos for practicing dialogic reflection and professional development. Offering autonomy in structuring RP and using customisable VEO tag sets enhanced their reflection experience. By examining student teachers' perspectives on the challenges and benefits of videos and e-portfolios, the research also offered deeper insights into the possibilities associated with utilising these technologies for practising reflection in local contexts. Finally, the study presents some actionable strategies for teacher educators seeking to employ e-portfolios and videos to support meaningful reflective engagement among pre-service student teachers. INSET: 0. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This paper discusses two interventions that explored the use, practice and outcomes of e-portfolios and videos in encouraging reflective practice (RP) in pre-service teacher education programmes in Bangladesh and Malaysia. The first case (Bangladesh) evaluates a tailored intervention facilitating student teachers' online reflections via Google Sites. Reflexive thematic analysis (Braun & Clarke, 2019) of interviews, e-portfolio entries, and peer-to-peer conversations suggest that the flexible nature of the e-portfolio facilitation process, including targeted scaffolding and tasks, enabled student teachers to reflect on learning experiences through dialogues with self, peers and the researcher. The second case (Malaysia) examines the use of video-enhanced observation (VEO) platforms in promoting dialogic reflection. Thematic analysis of collaborative discussions, interviews, and reflective vignettes revealed that STs valued videos for practicing dialogic reflection and professional development. Offering autonomy in structuring RP and using customisable VEO tag sets enhanced their reflection experience. By examining student teachers' perspectives on the challenges and benefits of videos and e-portfolios, the research also offered deeper insights into the possibilities associated with utilising these technologies for practising reflection in local contexts. Finally, the study presents some actionable strategies for teacher educators seeking to employ e-portfolios and videos to support meaningful reflective engagement among pre-service student teachers. INSET: 0. [ABSTRACT FROM AUTHOR]
ISSN:	10724303
DOI:	10.55593/ej.29114s7