**1. Introduction**

During the last two decades of previous millennium, the world has experienced two significant movements in teacher education. The first is the change in thinking toward alternatives, which bifurcated from the immense dissatisfaction on traditional paper-pencil tests, questionable utility of top-down teaching learning, absolute dependence on quantitative test scores and its inadequacy to assess teachers' actual competencies [1]. The second trend, which is the paradigm shift from teachercentered to student-centered teaching and learning [2] that came about because of the necessities of functioning in knowledge economy, changing nature of future teachers' roles, obligation of continuous learning and, consequent integration of ICT within curriculum [3]. Both paradigm shifts yielded enormous reforms in teacher education and one of them is the introduction of the 'e-portfolio' as an alternative, useful and meaningful form of learning tool and assessment. Teachers' professional

development endeavor, various documents and learning artifacts can be better managed, organized, documented, and presented in e-portfolios and its benefits to learning including visible learning through written reflection, promising in-depth thinking [4] have accredited the use of e-portfolios. Technologies used in portfolio shares considerably basic characteristics and can vary depending on design, openness, sharing capabilities, and learning curve for usage [5]. Additionally, the level of implementation of e-portfolios and the buy-in from users (i.e., educators, administrators, and students) can differ across institutions. Thus, this widespread and divergent application of e-portfolios requires examination in specific contexts; or else, it may turn into a platform of 'self-advertisement' [6], 'scrapbook of teaching memorabilia' [7] or 'yesterday's unsuccessful idea' [8].

### **2. Literature review**

E-portfolio is a purposeful collection of work, captured by electronic means that exhibits individuals' efforts for learning, reflection, and management of learning artifacts and faculty feedback [9–11]. Kilbane and Milman [12] noted that it must be goal-driven with organized collection of materials which demonstrate expansion of knowledge and skills and can be observed over time. Thereby it allows to figure out artifacts and make connections of reflections supported by peer and instructor feedback [13, 14]. Thus, in line with the objectives of offered face-to-face course or program, teachers can collect, select, reflect, and present professional materials in a pre-determined online platform using multimedia technologies that serves as a mechanism through which educators can facilitate and monitor student learning outcomes [15].

Several researchers advocate introducing e-portfolio for different reasons– easily assessable with the ability to store multiple media and easy to update [16], means to enhance ICT competency [17], promote self-directed [18] and deep learning [19], augment mentoring and e-collaboration boost self-confidence [20] and enhance language and communication skills [16]. It enhances learning by assisting its creators to reconstruct personal teaching practices, reflect on it in multiple learning contexts [20], to document and unfold learning process in the learning experiences [20]. In this new millennium, researchers from this region are becoming compelled by its potentiality. However, the pulsation of e-portfolio has not touched widely in Asia and relatively little is known about its uses. Particularly, in Malaysia, e-portfolio (either paper-based or electronic) is "never been heard of nor reported" ([21], p. 90).

#### **2.1 The study**

English is considered as the 'main determinant' of Malaysia's development as it is used as a second language (L2) [22]. Malaysia is one of the Asian countries that is adopting a bilingual system of education [23]. Despite that, daily discussions in print and electronic media indicate a doubtful picture about pre-service ESL teachers' proficiency in English. Such situation demands pre-service ESL teachers' re-skilling or up-skilling of competencies as they are entrusted to transform school students into a knowledge driven society. To give them a meaningful purpose of learning and, utilize, explore, and discover the e-portfolio as an instrument, this study extends the literature on e-portfolio implementation by examining the possibilities and challenges of it to enhance the development and growth among pre-service ESL teachers. Such

#### *Reflection of Pre-Service ESL Teachers on Using e-Portfolio in Teacher Education DOI: http://dx.doi.org/10.5772/intechopen.100158*

an understanding from the perspective of teacher and to improve communication among them develop virtual community of practice [24].

In other words, e-portfolio use date can be pooled to promote quality e-portfolio practice and implementation in higher education. Therefore, the research question, specifically, 'how pre-service ESL teachers perceive e-portfolio for their development and growth' was framed for investigation.
