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dc.contributor.authorHughes, Julieen_GB
dc.date.accessioned2013-06-26T14:11:44Z
dc.date.available2013-06-26T14:11:44Z
dc.date.issued200
dc.identifier.citationJISTE (Journal of the International Society for Teacher Education), 12(1): 38-49.en_GB
dc.identifier.urihttp://hdl.handle.net/2384/294634
dc.description.abstractDrawing upon student narratives, the author explores the extent to which a Post Graduate Certificate in Education (PGCE) teaching community at the University of Wolverhampton in the United Kingdom (UK), developed an approach to the process and product of e-portfolio which optimised the concrete outcomes required by external professional bodies, while harnessing the technology's potential for promoting collaboration and discursive reflection.en_GB
dc.publisherInternational Society for Teacher Educationen_GB
dc.relation.urlhttp://teachernet.hkbu.edu.hk/jiste_vol_12.1.htmen_GB
dc.relation.urlhttp://teachernet.hkbu.edu.hk/jiste_journal.htmen_GB
dc.subjectBlogsen_GB
dc.subjectWeblogsen_GB
dc.subjectE-portfoliosen_GB
dc.subjectE-learningen_GB
dc.subjectTeacher educationen_GB
dc.titleExploring ePortfolios and weblogs as learning narratives in a community of new teachers.en_GB
dc.typeArticleen
dc.identifier.journalJISTE (Journal of the International Society for Teacher Education)en_GB


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