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Teaching Portfolio (teaching + portfolio)
Selected AbstractsA systematic review protocol on the use of teaching portfolios for educators in further and higher educationJOURNAL OF ADVANCED NURSING, Issue 12 2009Karen McColgan Abstract Title.,A systematic review protocol on the use of teaching portfolios for educators in further and higher education. Aim., This paper is a review protocol that will be used to identify, critically appraise and synthesize the best current evidence relating to the use of teaching portfolios for educators in further and higher education. Background., While portfolio use as a means to assist students in further and higher education has undergone extensive research and review, their use as a tool to assist educators has yet to receive systematic attention. Reviews conducted on studies related to portfolio use and undergraduate students have suggested that a teaching portfolio may have a benefit for educators in higher education as a means to provide relevancy and focus to their teaching. Design., The objectives of the review are to evaluate how a teaching portfolio assists educators in teaching and learning; to evaluate the effects of maintaining a teaching portfolio for educators in relation to personal development; to explore the type of portfolio used; to determine whether a teaching portfolio is perceived more beneficial for various grades and professional types; and to determine any motivating factors or workplace incentives behind its implementation and completion. A search of the following databases will be made: MEDLINE, CINAHL, BREI, ERIC and AUEI. The review will follow the Joanna Briggs Institute guidance for systematic reviews of quantitative and qualitative research. Conclusion., The review will offer clarity and direction on the use of teaching portfolios for educators, policymakers, supervisory managers and researchers involved in further and higher education. [source] Community psychology, millennium volunteers and UK higher education: a disruptive triptych?,JOURNAL OF COMMUNITY & APPLIED SOCIAL PSYCHOLOGY, Issue 2 2002Paul S. Duckett Abstract In this paper I critically explore the ideological underpinnings of pedagogical and political practices in UK Higher Education (HE). I first map out the political and pedagogical features of community psychology and then describe the Millennium Volunteers project at the University of Northumbria,a scheme that integrates voluntary placements into undergraduate degree programmes, reflecting on the political and pedagogical premises upon which it is based. I consider the political context and recent social policy trends in UK HE. Through exploring the ideological underbellies of community psychology and Millennium Volunteers I describe the tensions created once both are situated within a HE student's learning and a lecturer's teaching portfolio. I reflect on how each appears to share similar wish lists but conclude that a surface comparison of the pedagogical practices of each can leave unrecognized serious ideological, ethical and political differences that can cause disruption at the interfaces of staff, students and HE institutions. I recommend making the political and ideological assumptions behind pedagogical practices and education policy initiatives more transparent to both students and lecturers alike and outline the reasons for doing so. I conclude by reflecting on implications for the widening access agenda in the present political climate from the standpoint of a community psychologist. Copyright © 2002 John Wiley & Sons, Ltd. [source] Participants' opinions on the usefulness of a teaching portfolioMEDICAL EDUCATION, Issue 4 2006Dineke E H Tigelaar Background, Whether teaching portfolios achieve their aim of stimulating teachers' professional development is favourably affected by the incorporation of a balanced structure and effective social interactions, such as coaching. We explored teachers' experiences with a teaching portfolio that was structured by teaching roles, portfolio assignments and conversation protocols. The related social interactions consisted of meetings with peers and personal coaches. Teachers' and coaches' opinions were sought about the benefits and the enabling and disabling factors of the portfolio structure and the social interactions involved. Method, Five teachers and their personal coaches were individually interviewed about their experiences with the portfolio. Protocols were analysed using a top-down strategy. Results, The teaching roles were helpful in analysing teaching, but the assignments and the conversation protocols were too detailed and directive. The social interactions were perceived as very valuable for professional development, particularly the meetings with personal coaches. Conclusions, The portfolio structure and social interactions, especially personal coaching, appeared to be helpful for teachers in analysing their teaching practice. The assignments and protocols, however, were too detailed and directive. This may be resolved by using assignments and conversation protocols more flexibly and enabling adjustment to personal learning needs. The high appreciation of personal coaching might be related to the freedom for teachers to choose their own coach. The results can be used by portfolio designers as guidelines for how to achieve a balanced structure and effective social interactions and how these might be combined to increase the benefits of working with a portfolio to teachers. [source] | ||||||||||