Teacher E-Portfolio Communities: Diffusion of Design Knowledge as a Catalyst for Teacher Learning
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AbstractWe present results from a study of the use of electronic portfolios in an undergraduate preparation program for mathematics teachers. We describe parallel developments in: (1) the use of hypermedia technologies to represent teaching practice and (2) the conceptual frameworks that the participating teachers used to describe their teaching to a community of their peers. Based upon the patterns in the data, we hypothesize that these patterns supported the development of a community of practice focused on portfolio design that ultimately enriched the participants' professional development as mathematics teachers. Through the description of participants' use of a particular technological innovation, pop-up windows in an e-portfolio, we identify the importance of re-invention (Rogers 2003) to fostering and sustaining e-portfolio design practices that support teacher learning.