This paper describes a three-step method for the construction of codebooks meant for analyzing ePortfolio content. The first step produces a prototype based on qualitative analysis of very different ePortfolios from the same course. During the second step, the initial version of the codebook is tested on a larger sample and subsequently revised. Finally, during the third phase the codebook is applied to analyze ePortfolios' contents and to chart trends of usage. We tested the codebook on the ePortfolios of 16 students attending a university blended course. This codebook and the method for building it enabled us to follow the ePortfolios' evolution over the course, to observe students' individual differences, to understand and guide students' self-assessment, and to customize teachers' and/or tutors' interventions. Our method produces a tailored codebook for the examination of ePortfolio contents. The Need for the Analysis of ePortfolio Content The relevance o...

In this article we consider the importance of reflective practice
and research attitude for the professional development of in-service
teachers. Nine teachers engaged in an international master’s course (in a
Belgium and French university) were interviewed to obtain selfnarratives.
The two year full-time master’s course aims to develop skills
in educational science research. The interview was conducted at the end
of the master’s course to explore students’ reflective practices and to
evaluate the impact of the research attitude developed during the course
on their reflective practices.
From the results we can see that reflective practice differs among the
teachers interviewed, especially between those of varying seniority. The
research activities learned in the master’s course enabled the teachers to
develop and expand their reflective practice through analysis of their
experience. The study highlights the need for regular and more guided
support in improving reflective practice, especially for junior teachers.

The paper is set in socio-material farming to offer a way of conceptualising actions and interactions of children in preschool involved in the understanding of scientific concepts. A model of early science education about the physical phenomena of shadow formation is implemented in group work in a French context. The research involved 44 children (13 females and 31 males) of 5 – 6 years old. The research design was organised in three video recording steps: pre-test, teaching session and post-test. We focus on the analysis of nine teaching sessions to investigate children' understanding of shadow formation. A descriptive and qualitative approach was used. In particular, we have identified three main categories (the interaction of the children with the tools, the embodiment and verbal dimension) -  with respective indicators
— to perform the analysis. From the results, all the categories explored
seem to influence each other: all material, human and social dimensions contribute to the children’s understanding of shadow formation. Also we have identified some elements that can serve as a potential source of improvement of the teaching session on shadow formation. Finally, the research provides insights on how to improve science activities in preschool with the aim of supporting early understanding of physical phenomena.

International teacher-educator learning supports a more complex vision of teacher professionalism for both developed and developing countries. The aim of this paper is the analysis of Pakistani teacher-educator professional learning after attending an international blended course, considering the impact of online and face-to-face participation and the main competencies involved in their professional learning. The blended learning course attended by the Pakistani Teacher-educators is part of an international project between Europe and Asia. The analysis is carried out using written traces in the online platform; 47 questionnaires at the end of the face-to-face training sessions in Pakistan and 10 deep-interviews with Pakistani educators; the written traces, open questions, and deep-interviews were qualitatively analyzed. Additionally, the educators' technological, pedagogical and instructional design and interpersonal and intercultural skills were also analysed. The paper considers how international learning could affect the professional learning of teacher-educators in Global South and the centrality of the design of innovative learning courses for today's environment of international globalization.

Information and Communication Technology (ICT) is yet to penetrate Zimbabwean schools. However, several programs in 2009 and 2011 tried to promote the teaching and learning of science and mathematics in schools through new technologies. Based on the Technology Acceptance Model (TAM), the study aims to assess the effect of technology self-efficacy and prior ICT experience on Zimbabwean in-service science teachers' acceptance of digital videos in science education as required by the demands of the updated curriculum. Quantitative analysis was used to gather data from sixty-three Zimbabwean in-service science teachers. The study has shown a positive effect on the perceptions of the TAM on both technology self-efficacy and prior ICT experience. The study recommends teacher training in the use of ICT, particularly digital videos for the effective teaching and learning process.

The aim of this paper is to track down elements of self-regulated learning in a massive open online course regarding social capital. Specifically, the study is oriented to explore the relationship between feeling of belonging to an online community and individual and collective regulation of learning. For this aim, a combination of two already tested scales was operated, adapted for the research interests of this study and administered to a sample of MOOC participants. Several structural equation modelling analyses demonstrate that co-and self-regulated learning strategies lead to MOOC achievement (final exam score), and social capital is only a moderator of co-regulated learning (collective evaluation of content and collective decision-making) but not for self-regulated learning (individual environment control).