Turning my blog in an E-portfolio

Pencils in tech class (Photo by author)

Inspired by both a tweet on twitters #nqttips and Ashley Azzopardi’s blog (which any student teacher reading this should follow), I’ve decided to start building an e-portfolio in order to show how I meet the Teacher’s Council’s Graduating Teacher Standards.

Obviously some of my old posts are now part of this portfolio. But nevertheless I feel the need to give props to my inspiration and hope that this might prompt other student teachers to blog on their experience.


5 thoughts on “Turning my blog in an E-portfolio

  1. I’m so happy that I have inspired you! Thank you very much. I hope we inspire many other aspiring primary teachers to start their own PLN and expand their learning experience through blogging and Twitter. Good luck!


    • Thanks for your wonderful comment. It’s amazing that web 2.0 is opening up a whole new world outside not only the university but even outside of countries! I hope we get some more southern hemisphere student teachers in the mix as the North American ones start holidays in a few weeks!


  2. A nice idea – a way of formalising the many benefits that blogging offers to professional practice. After all, effectively every teaching-related blog post is an example of reflective practice, yes?

    From the very first post on my blog I’ve aimed to use it as CPD, but I hadn’t thought of using it as a formal portfolio of evidence – perhaps mainly because I blog and tweet anonymously. Hmmm. I think I shall emulate you, but referencing my posts to the next level of my (UK-based) CPD. This might also give me a way of structuring it, and easy inspiration for any moments when I can’t think of a quick post to keep up the momentum. Thank you!


    • Ian,
      Thanks so much for stopping by. I can’t really take any credit for my ideas as I’ve borrowed them off of other people’s ideas, but this is the point of web 2.0 to share with others.


  3. Pingback: Is it almost time for this blog to end? | Teaching the Teacher

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