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Teaching portfolio University teacher training course, Aalborg 2010-12 Lone Krogh.
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Transcript of Teaching portfolio University teacher training course, Aalborg 2010-12 Lone Krogh.
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)
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?)