Abstract of

Negotiating Teacher Identity: Exploring the Use of Electronic Teaching Portfolios With Preservice English Teachers

Heidi L. Hallman

Electronic portfolio use within the context of a teacher education program is explored in this article. Although the use of e-portfolios has emerged as a topic that integrates new technologies and the education of preservice teachers, little work thus far has documented the complexities involved in the authoring process of e-portfolios. To address this gap, this article focuses on two preservice teachers' processes of crafting e-portfolios. Specifically, the article documents the realities of presenting oneself to multiple audiences through the vehicle of the electronic teaching portfolio.

The term teacher identity is introduced as a way to describe preservice teachers' need to present themselves through the e-portfolio as both “competent beginning teachers” and “inquisitive college students.” The author analyzes interviews with preservice teachers, concluding that e-portfolios can be viewed as potential spaces for important talk about teacher identity.

Abstract from Hallman, H.L. (2007, March). Negotiating Teacher Identity: Exploring the Use of Electronic Teaching Portfolios With Preservice English Teachers. Journal of Adolescent & Adult Literacy, 50(6), 474–485. doi: 10.1598/JAAL.50.6.5