An e-portfolio theoretical approach for Provisionally Registered Teachers

Abstract

Electronic portfolios offer an option for early childhood provisionally registered teachers (PRTs) to attest to the Registered Teacher Criteria (New Zealand Teachers Council, 2010) through the purposeful selection and reflection of significant artifacts about their practice. Central to the use of e- portfolios is the theoretical framework developed to support the learning process for the PRTs. This paper outlines an e-portfolio project for a group of early childhood PRTs and their mentors, from a cohort of five Early Childhood Centres in the Auckland region. The project drew upon key principles from the early childhood curriculum Te Wh?riki (Ministry of Education, 1996), pedagogical documentation, and e-portfolio best practice. The project?s intention was to create a more effective approach for teachers to engage in the provisionally registered teachers programme, enabling a rich narrative of the teacher?s pedagogical research to be profiled rather than being a repository of evidence.