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{\title The eportfolio for teachers }{\author Eric Bruillard}{\operator Eric Bruillard}{\creatim\yr2004\mo7\dy15\hr23\min41}{\revtim\yr2004\mo7\dy15\hr23\min41}{\version2}{\edmins0}{\nofpages1}{\nofwords472}{\nofchars2696}{\nofcharsws3310}{\vern8249}}
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\f1\fs20 1. Th\'e8me\~: }{\cs22\b\f1\fs20 ePortfolio et \'e9ducation initiale. }{\cs22\f1\fs20 Mode de pr\'e9sentation}{\cs22\b\f1\fs20 \~: article}{\f1\fs20 
\par 2. Titre de l'article\~: }{\b\f1\fs20\lang1033\langfe1036\langnp1033 Eportfolio for teachers: an interesting reflexive process that needs freedom of expression to be effective}{\f1\fs20\lang1033\langfe1036\langnp1033 
\par }{\f1\fs20 3. Auteur : Eric Bruillard
\par Professeur des universit\'e9s, IUFM de Caen
\par }{\f1\fs20\lang1033\langfe1036\langnp1033 4. Abstract
\par According the NW evaluation association a portfolio is }{\i\f1\fs20\lang1033\langfe1036\langnp1033 \'93a purposeful collection of student work that demonstrates effort, progress and achievement over time}{\f1\fs20\lang1033\langfe1036\langnp1033 \'94
. Genetic and reflexive aspects play a key role, articulated with three main goals (}{\f1\fs20\cf2\lang1033\langfe1036\langnp1033 Barrett, 2003}{\f1\fs20\lang1033\langfe1036\langnp1033 )\~: to sum up the works done by a student\~
; to give him the opportunity to reflect upon what he/she has learned in doing these works and upon what he/she is now able to do; identify needs and goals for future learning. Three me
taphors (Diez, 1994) are fruitful to understand the different facets of a portfolio: mirror, map and sonnet.
\par In the French educational system, portfolio are really not as common as they are in North American.  One of the main reason of that situation is th
at French teachers, after they pass a competitive examination, are civil servant and do not need to be recruited by school districts.  They have not the necessity to prove their competencies to get a school position.  Nevertheless, design a personal portf
olio can be a very effective task for a teacher. 
\par With Georges-Louis Baron (Baron & Bruillard, 2003), we have described several dilemmas that colleges of education in the US face with the development of eporfolios, in the context of accountability (Carney, 2003).  
\par At the IUFM of Caen, for two years, we ask students of a master to realize a eportfolio at the end of their one year training. This last year, every documentation teacher, at the UFM, has realized his/her own eportfolio (using the BSCW platform).
\par Lessons learned indicate that giving no strict model of what is a eportfolio leads to an interesting variety of productions, with a great deal of creativity.  A student used a weblog for her portfolio.  Three students worked together to produce an eportfo
lio with common parts and individual parts, including very specific pictures.  Another one focused on a very personal presentation of her past works.  Another mainly focused on further works\'85
\par The communication will elaborate upon the first results of the experimentation of eportfolio at the IUFM of Caen.}{\f1\fs20 
\par }\pard\plain \s2\ql \li0\ri0\sb240\sa120\keepn\widctlpar\aspalpha\aspnum\faauto\outlinelevel1\adjustright\rin0\lin0\itap0 \b\fs24\lang1036\langfe1036\cgrid\langnp1036\langfenp1036 {\f1\fs20 References
\par }\pard\plain \s21\ql \fi-180\li180\ri0\widctlpar\faauto\rin0\lin180\itap0 \fs24\lang1036\langfe1036\cgrid\langnp1036\langfenp1036 {\scaps\f1\fs20 Baron}{\f1\fs20  Georges-Louis, B}{\scaps\f1\fs20 ruillard }{\f1\fs20 \'c9ric}{\b\f1\fs20  }{\f1\fs20 
(2003). Les technologies de l\rquote information et de la communication en \'e9ducation aux USA\~: \'e9l\'e9ments d\rquote analyse sur la diffusion d\rquote innovations technologiques. }{\i\f1\fs20 Revue Fran\'e7aise de P\'e9dagogie, n\'b0\~145}{\f1\fs20 
, p.\~37-49.
\par }{\scaps\f1\fs20 Barrett}{\f1\fs20 , H.C. (2003). e-Portfolios: Issues in Assessment, Accountability and Preservice Teacher Preparation, American Educational Research Association, Chicago, April 22, 2003, }{\field\flddirty{\*\fldinst {\f1\fs20 
 HYPERLINK "http://electronicportfolios.com/portfolios/aera2003.pdf" }{\f1\fs20 {\*\datafield 
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\par }{\scaps\f1\fs20 Carney}{\f1\fs20  J. (2003). - Teacher Portfolios and New Technologies: Confronting the Decisions and Dilemmas. Actes de la conference SITE 2003, p. 26 \endash  29.
\par }{\scaps\f1\fs20 Diez}{\f1\fs20 , Mary (1994). The portfolio: Sonnet, Mirror and Map. In Kay Burke (Ed.), Professional Portfolios. Glenview, IL: Skylight Training and Publishing.
\par 
\par 5. Eric Bruillard, IUFM de Caen, Route de la D\'e9livrande, 14053, Caen Cedex 4
\par }{\field{\*\fldinst {\f1\fs20  HYPERLINK "mailto:eric.bruillard@caen.iufm.fr" }{\f1\fs20 {\*\datafield 
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2e0062007200750069006c006c0061007200640040006300610065006e002e006900750066006d002e00660072000000}}}{\fldrslt {\cs18\f1\fs20\ul\cf2 eric.bruillard@caen.iufm.fr}}}{\f1\fs20 
\par Tel. 02 31 46 70 80
\par }}