Abstract
This study examined early childhood preservice teachers` beliefs about e-portfolios as an indicator of their understanding of professional teaching standards perceived through their experience in the development of an e-portfolio. Data were analyzed from 112 preservice teachers in an early childhood teacher education program in the U.S. Midwest. The results from hierarchical multiple regressions revealed that current program status and overall positive experience in the development of an e-portfolio were significant indicators of the preservice teachers` beliefs about e-portfolios reflecting their understanding of standards. The results also showed that lack of technology skills result in low understanding of the role of e- portfolios vis-a-vis the standards. The results highlight the importance of a positive experience in the development of eportfolios in helping preservice teachers better understand the standards pertaining to quality teacher education and standards-based performance. This study discusses educational implications for quality teaching and student learning promoted through the effective use of e-portfolios as a reflective tool in early childhood teacher education.
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