Professional Practice & Inquiry

  • In the past few years, there has been a sharp rise in the world-wide use of e-Portfolios in higher education. Chou and Chen (2009) considered ten separate studies reporting on the use of e-Portfolio in institutions across Asia, the US and Europe. Strivens (2007) reported that in the UK, more than half of the Higher Education/Further Education Institutions surveyed had one or more electronic resources that could be described as e-Portfolios. In the US, the 2002 National Council for Accreditation of Teacher Education Standards mandated the widespread use of e-Portfolio technology across teacher education programmes (Foley, 2008).

  • E-portfolio_image1

    What are the benefits of PPI e-Portfolio?

    The e-Portfolio presents multiple benefits to its users. Banks (2004, p.3) viewed e-Portfolios as:

    • providing 'a learner-centered rather than a course-centered view of learning' and hence a channel for 'learners to take ownership of their learning';
    • an electronic format for learners to record their work, their achievements and their goals, to reflect on their learning, and to share and be supported in this';

    Furthermore, the e-Portfolio has the advantage of providing a holistic view of the user's development through time, since it can be reframed and presented in different ways to fulfill different objectives.  For instance, it enables

    • past learning to be reviewed,
    • future learning to be planned,
    • authentic forms of assessment of performance using multiple sources of evidence

  • E-portfolio_image3

    The NIE e-Portfolio is a Learning and Teaching portfolio which serves as a means for the student teacher to track his/her growth and experiences as a teacher, and to chart his/her developmental journey. The student teacher will use the portfolio to explore, extend, showcase, and reflect on his/her personal learning. The intention of using both "Learning" and "Teaching" in the name is to highlight the purpose of the e-Portfolio as one that charts development of a student teacher on his/her learning journey at NIE and his/her eventual professional development as a teacher, respectively.


    The e-Portfolio platform enables students to collate and combine diverse forms of digital outputs (video, audio, graphics and text) into a systematic, transferable and web-ready format. Through the platform, students can also share their work and exchange feedback with peers and tutors.

    In the course of the PGDE programme, student teachers are to make formal presentations on a number of occasions:

    • to their NIE supervisors (NIES) during their pre-practicum meeting,
    • to their SCMs at the start of their practicum, and
    • to their NIES and SCMs at the end of their practicum.

    On these occasions, student teachers are to extract materials from their developmental portfolio to construct a shorter showcase portfolio for presentation.

  • Book 2

    On the 30th May 2017, we launched our second PPI book titled “Practices of Inquiry: Through the Lens of the Student Teachers”. This book documents the journeys of our student teachers through practicum; what they have learnt about reflecting, inquiring and most importantly, about themselves. 

    Click here to read

  • Book 1


    On the 28th May 2015, our first e-Portfolio book titled “e-Portfolio in Teacher Education: Our Journey” was officially launched by A/P Liu Woon Chia, Dean TE, at the Learning Forum for Teacher-Mentors 2015. To read the online version of the book, please click on the image above.  

    Click here to read.

  • Banks, B. (2004). e-Portfolio: Their use and benefits. Retrieved March 30, 2010

    Chou, P. N., & Chen, W. F. (2009). e-Portfolio use at higher education institutions: Potential problems for pedagogy. Retrieved March 30, 2010

    Foley, A. (2008). Using e-Portfolios to demonstrate growth and assess learning. Retrieved March 30, 2010, from

    Strivens, J. (2007). A survey of e-pdp and e-Portfolio practice in UK Higher Education. Retrieved  March 30, 2010, from