Teaching portfolio

University teacher training course, Aalborg 2010-12

Lone Krogh

Inspiration

Architects/designersArtistsModels

Teaching portfolio – a map with documents

Latin: (portare) carry and(Folium) sheet of paper

A portfolio is a ’collection of documents’

Teaching portfolio as transfer of credits in the scientific career system

The spread of teaching portfolio

Developed in Canada in the early 70ties initiated by the Canadian Association of University Teachers

Implemented in Denmark by inspiration from UK (D. Baume), Canada (Mc. Gill University), Finland (Oulo University), Norge (P. Lauvås and O. Dysthe), USA (P. Seldin, Stanford University) and Sweden (Uppsala University)

At universities abroad and in DK it is used more and more as an officiel documentation of teaching-qualifications

Seldin about a teaching portfolio?

” It’s a collection of materials documenting your strenghts and accomplishments as a teacher……The portfolio is to teaching what lists of publications, grants and honors are to research and scholarship” As such a teaching portfolio is an important asset while you are on the job market. But more importantly, the teaching portfolio is an invaluable tool for on-going professional self-development”. (Peter Seldin in materials from Stanford University, Standford CA, Center for Teaching

and Learning)

Teaching portfolio

A ’tool’ for Initiating, supporting and

structuring learning and competence development

Reflecting on and being more conscious about/to understand relations between ones ideas/thoughts about teaching and ones teaching practice

Documenting the development of personal teaching – and project supervision practice

The Teacing Portfolio contains a collection og reflected documents (evidence)

The physical appearance can be a computer file or an internet library/folder, containing the documents.

At least 3 phases in the work

The working portfolio

(the private/

personal

Feeedback

Portfolio

(formativ evaluation)

The presentation portfolio

(summativ

Evaluering)

The dynamics in The Teaching portfolio

….”a portfolio is a growing changing creation, a well indexed collection of ressources, a database that links claims to achievements with a store of evidence”. (Baume D. 2001)

Model and working processes

The process working with the portfolio

Descriptions – evaluations - reflections (learning)

Arguments – reflections (Learning)

Readings – reflections (learning)

Documentation

The portfolio methology represents

New understandings of teaching and learning (learning as construction and NUZO (i.e. the zone of proximal development))

Collection and current evaluation of and reflection on teaching and learning (the reflective practitioner)

Modern evaluation- and assessment forms A new way to present ones abilities, products and

development as a professional practitioner (artists and architects).

A portfolio has to imply a teaching philosophy

An operationel definition

”A teaching philosophy statement is a systematic and critical rationale that focuses on the important components, defining effective teaching and learning in a particular discipline and institutional context” (Schönwetter D.J. et al 2002)

A ’teaching philosophy statement’

1. Is systematic, connecting the writer’s thoughts on teaching and learning in a logical fashion.

2. It’s a complex process of gathering, assimilating, analysing, reflecting upon, evaluating - and adapting thoughts on effective teaching and learning

3. It’s centre is a critical rationale – a destinctive set of aims, values, beliefs and convictions, that provide an organizing vision of the teacher’s direction and a rationale towards which his or her efforts are geared.

4. Must have different theoretical perspectives on teaching and students learning, including personal teaching competences- and style, teaching mehods, content structure, institutional context, students learning styles and assessment.

5. Needs to be sensitive to contextual factors such as the particular discipline in which the teaching and learning takes place and the ’organizational’ necessities, students experiences/motivation and political climates, that characterize the institution. (Schönwetter D.J. et al 2002)

The theory and practice of teaching and learning: Didaktik - A frame for analysing, planning and teaching: Alignment

Students/Learners

Aims/objectiv

es

Teacherrole

ContextContext

National andInternationalPolitics (Bologna)StakeholderinerestsEconomyLawOrganizationTraditions Valuesa.s.o.

Topics (syllabu

s)

Evaluation

assessment

Methods/supervision

(IT)

ContextContext

Aims/objectives

Subjects/disciplines

Knowledge Skills

Competences

AalborgPBL model

Research based

teaching

P3

P2

P1

Keywords (Dale, E. L. i Pettersen (1997)

Topics

Awareness of how and why you think about teaching and learning as you do

Understanding of which elements that qualify your work

Fundamental assumptions and considerations about:View of human beings and societyConcept of abilityProfessional expertiseTeaching Philosophy

How you use theories

Didactical principlesTeaching and learningTheory and practicePedagogical and psychological theories and justificationsSupervision theory

MethodsImplementation competenceWhat you do

Practice-oriented pedagogical methods, recommendations, guidelines and considerations

Suggestions for the reflection process

Four central phases in the concrete portfolio work

1. Acceptance (adapting the idea…)2. Review (success/problems)3. Self-evaluation4. Personal pedagogic plan of action (what do I want to improve?)

The portfolio and the pedagogic plan has to be developed and worked with throughout the entire course and makes up the basis for the written statement at the end of the course for the assistant professors.

First draft of the teaching portfolio has to be submitted to the two sueprvisors and head of the course Lone K. 01.02.11

Volume 5-10 pages (excl. appendencies)

Structure for the portfolio work (see also manual) Descriptions of

A Present teaching – and supervision experiences. Teaching methods that you wish to improve on using. Your strengths and weaknesses in teaching. Self-evaluation of the relationship between your experiences and the demands within teaching in close future.

B Relationship between research and teaching.C The ”Institutional” framework for teaching. (Traditions and academic

points of view within research area, students, organizational)D Personal teaching ’pilosophy’ and style/relations to studentsE Pedagogic/didactic plan of action (Goals and wishes for improving

teaching- and projekt supervision competences)

F What did I learn/not learn (how, when, why?)

Pedagogic plan of action

Includes an agreement on

E. 1. The kind of teaching/’vejledning’ that should be observed

E.2. How often and at what time these observations should occur

E. 3. Which pedagogic problems you wish to discuss, and the teaching skills which you wish to focus on – and to work with

F After each module: evaluation- what happened/what did I do to make it happen?

What did I learn/not learn (how, when, why?)