https://orcid.org/0000-0002-0573-1924
Figures & data
Figure 1. Screenshots from the metapholio app, from left to right: (a) Overview of collected moments, (b) Reflection prompts based on InTASC teaching standards.
Figure 2. Screenshot from the metapholio app: example of reflection on teaching strategies.
Table 1. Coding scheme for mobile portfolios in teaching internships.
Table 2. The coding scheme of written reflections according to the functionalities of the mobile app regarding core InTASC teaching standards.
Table 3. Descriptive analysis of qualitative codes.
Figure 3. Evaluation of teaching internships with mobile portfolios that include collaboration between student teachers, peers and mentors.
Table 4. Descriptive statistics of student teachers’, peers’ and mentors’ activities with the mobile portfolio app.
Table 5. Descriptive statistics per portfolio group (with mentor activity: n = 23, without mentor activity, n = 21) and Mann–Whitney U test results.
Table 6. Spearman’s correlation matrix between collected moments in portfolios and student teachers’ outcomes (teacher self-efficacy, teaching enthusiasm, internship experience).
Table 7. Spearman’s correlation matrix between written reflections on teaching strategies and teacher self-efficacy.
Table 8. Spearman’s correlation matrix between collaborators’ activity (student teacher, peer, mentor) and student teachers’ outcomes (teacher self-efficacy, teaching enthusiasm, internship experience).
Table 9. Gain scores of student teachers’ outcomes with respect to teacher self-efficacy and teaching enthusiasm across the three clusters of their mobile portfolios.
Table 10. Multiple linear regression on teacher self-efficacy.
Table 11. Multiple linear regression on teaching enthusiasm.