Extent of Awareness of Pre-Service Teachers in the Development of E-Portfolio

Abstract

The increasing integration of digital technologies in teacher education has positioned the e-portfolio as a key tool for documenting learning, fostering reflection, and supporting professional identity formation among pre-service teachers (PSTs). Despite its growing adoption, limited local evidence exists on PSTs’ awareness of e-portfolio concepts, purposes, components, and related digital applications, particularly within Field Study courses in Philippine teacher education institutions. This study employed a quantitative descriptive-evaluative research design to determine the extent of awareness of fourth-year PSTs at Central Bicol State University of Agriculture–Sipocot during the first semester of AY 2025–2026. Sixty respondents were selected through random sampling across majors. Data were gathered using a researcher-made, expert-validated questionnaire covering four dimensions: concept, purpose, components, and digital awareness of e-portfolios. Reliability analysis yielded excellent internal consistency (overall Cronbach’s α = 0.957). Data were analyzed using weighted mean, average weighted mean, standard deviation, and ranking techniques. Results revealed a generally high level of awareness among PSTs. Strong awareness was observed in the concept and purpose of e-portfolios, particularly their role in digital literacy, self-assessment, reflection, and employability. Awareness of components and digital applications was rated at an “agree” level, indicating adequate but comparatively lower confidence in structuring content and consistently showcasing skills. Among all dimensions, digital awareness ranked highest, while conceptual understanding ranked lowest. PSTs demonstrate strong readiness to engage with e-portfolios, supported by adequate digital awareness, though foundational conceptual clarity and structural competence require strengthening. Findings suggest the need for targeted institutional support, explicit instruction, and scaffolded integration of e-portfolio development to enhance reflective practice, digital literacy, and professional preparedness in teacher education programs.