Pre-service Teachers' Perceptions of Digital Portfolio in Enhancing Learning Experiences During Teaching Practice

Abstract

This study investigated pre-service teachers' (PSTs) perceptions and beliefs regarding the usefulness and ease of use of digital portfolios (DPs) in their teaching practice. It also aimed to identify factors that may influence the implementation of DPs as a learning tool and assess the feasibility of incorporating DPs during teaching practicum (TP). This study’s participants consisted of nineteen pre-service teachers (PSTs) from a private university in Malaysia. They were involved in a twenty-four-week TP that spanned two semesters. The study applied the Technology Acceptance Model (TAM) as a conceptual framework to analyse the PSTs' perceptions and learning experiences. A mixed-methods approach was employed, which included questionnaires and structured interviews for data collection. Descriptive analysis was used to examine the quantitative data, and thematic analysis was used to analyse the qualitative data. The findings indicated that DPs were generally considered to be a valuable learning tool, although their use presented both opportunities and challenges. The study offers recommendations for enhancing the teacher education program at the university and identifies practical implications.