摘要：The Association for Authentic, Experiential, and Evidence-Based Learning (AAEEBL) annual ePortfolio survey focuses on understanding ePortfolio practitioners' teaching beliefs and practices. The action research reported here extends that survey research to a population of emerging educators (i.e., graduate students in education). In addition to surveying the teaching beliefs of the target population as a comparison with respondents to the annual AAEEBL survey of ePortfolio practitioners, the researchers collected data through a sequence of reflective activities with the students. The belief constructs of the survey – teacher-, learner-, and learning-centered beliefs – maintained face and statistical validity. Graduate students were high in all three belief constructs. They particularly prized learner-centered beliefs and practices. Their reflections reveal barriers to embracing, implementing, and in some cases even comprehending, learning-centered practices.
