E-portfolios and English teacher education in Brazil

Abstract

This article discusses the theory and
implementation of a network of e-portfolios
in the English as a Foreign Language (EFL)
teaching practicum at a Brazilian public university.
E-portfolios effectively motivate Brazilian student
teachers to value the work produced during the
teaching practicum, while contributing to the
development of digital literacy and professional
identity in a globalized world, in which English
plays a key role. The use of the e-portfolio
as a complement to traditional final reports
constitutes a shift in episteme from isolated report
to interconnected site, thus impacting student
teachers’ image of themselves and of EFL
teaching.

DOI: 10.28998/2317-9945.2014v1n53p155-180