Traversing the ‘third space’ of learning communities for initial teacher education students: using an ePortfolio to scaffold practice learning experiences

This paper reports on a study on Initial Teacher Education (ITE) student teachers’ experiences and perceptions of using an ePortfolio in evidencing professional practice experiences in New Zealand primary schools. A survey was used to gather data from student teachers in a three-year bachelor’s programme. Across the year levels, 169 students responded. This mixed methods study found there is a need to navigate the boundary crossing between the school and the university to continue to develop strategies for developing working partnerships that support student teacher practice learning. It is apparent that the knowledges, mentoring practices and competing needs and requirements of the teacher education institution, school and educational policies should be reconsidered, and the use of the ePortfolio in the programme reframed.