Teaching Portfolio Research Articles

Rutgers Robert Wood Johnson Medical School.

Rutgers Robert Wood Johnson Medical School.

Northern Ontario School of Medicine.

Northern Ontario School of Medicine.

University of California, San Francisco School of Medicine

University of California, San Francisco School of Medicine

The George Washington University School of Medicine and Health Sciences.

The George Washington University School of Medicine and Health Sciences.

New York University Grossman School of Medicine.

New York University Grossman School of Medicine.

University of Arizona College of Medicine-Tucson.

University of Arizona College of Medicine-Tucson.

Hackensack Meridian School of Medicine at Seton Hall University.

Hackensack Meridian School of Medicine at Seton Hall University.

Використання навчальної технології портфоліо у процесі підготовки майбутніх учителів трудового навчання до організації проєктної діяльності учнів

The article reveals the methodological aspects of preparing a teacher of technology for the organization of project activities of students by means of a portfolio. An analysis of the difficulties associated with the formation of students' competencies of the new Ukrainian school on the basis of their involvement in the implementation of creative projects in the lessons of technology. The essence of portfolio as an educational technology is outlined and the possibilities of portfolio in students' project activity are substantiated, which allows to structure students' project activity, increase their creativity in project activity, etc. Educational technology portfolio is defined as a purposeful and interconnectedexecution process of students completing independent tasks to select the optimal or best results of educational (design and technological) activities, for the purpose of their presentation or evaluation. The implementationction of a portfolio in students' project activities allows to expand the possibilities of formative assessment of students, as well as to use the portfolio as a separate assessment technology. The structure and content of the portfolio of a teacher of technology are considered separately, the main methodological approaches of its introduction in the lessons of technology are outlined.

Is the edTPA a portfolio assessment?: Applying academic language in teacher education

The appropriate use of academic language demonstrates a learner’s understanding of discipline specific—arts or education—knowledge. Educators are responsible for ensuring that learners acquire and correctly apply academic language in context. Entrance into the teaching profession requires teacher candidates to develop facility with the academic discourse of teaching and learning; however, when academic language is misused in ways impacting teacher candidates, confusion may occur. In the evaluation of teachers and teacher candidates, academic language such as teacher performance assessment (TPA), portfolio, and authentic assessment are often employed to describe an ideal form of assessment that captures the in-context nature of the teaching profession. The purpose of this paper is to critically examine this language, in particular the characteristics and definition(s) of portfolio assessment, and to consider the appropriate descriptor of the edTPA. Although the edTPA is often referred to as a portfolio, referring to this high-stakes, summative assessment as a portfolio may mislead teacher candidates given their emerging understandings of educational academic language. Based on the analysis presented in this paper, the edTPA is a TPA that most closely resembles a credentialing portfolio, rather than a learning portfolio, but lacks crucial qualities necessary for an authentic assessment.

Perceptions of midwifery students, mentors, and supervisors on the use of clinical teaching portfolio in Rwanda

Background and objective: The clinical teaching portfolio is a practical tool for integrating theory and practice towards the growth of midwifery students. Both paper-based portfolios (PBP) and electronic portfolios (EP) are known and recognized as tools that can assist midwifery educators to develop students’ analytical and critical thinking. Hence, midwives are required to maintain a professional portfolio to reflect their development of knowledge, skills, and attitude. The aim of this study was to explore the perceptions of midwifery students, mentors, and supervisors about the use of paper-based and electronic clinical teaching portfolios.Methods: A qualitative descriptive design was carried out with 20 participants including midwifery students, mentors, and supervisors. Using purposive sampling, participants were recruited from two selected clinical teaching hospitals. All interviews were audio-recorded and transcribed verbatim by the research team members. Six steps of thematic analysis were followed during the inductive analysis of collected data. Results: Three themes emerged from data analyses which include clinical teaching and learning, encountering barriers in the use of the clinical teaching portfolio, and preference among the clinical teaching portfolio users.Conclusions: The findings of this study highlighted the importance of a clinical teaching portfolio in the promotion of midwifery clinical teaching. This study indicated that there is a need to respect the student-clinical instructor ratio and to equip the users with the required skills in order to fully benefit from the use of a clinical teaching portfolio.

Native English Speakers in Madrid’s Classrooms: Difficulties Reported by Assistants / Hablantes nativos de inglés en las aulas de Madrid: Dificultades señaladas por auxiliares

This article examines difficulties encountered by 40 native English-speaking language assistants working in classrooms in the Madrid region, as reported in their teaching portfolios, a requirement of the Master’s degree programs they completed during the same period. The 187 comments obtained were analyzed by sorting them according to theme; the findings confirm those of prior studies while bringing to light challenges not mentioned to date in research. Some aspects discussed by the native English speakers were differences in classroom methodology and discipline, the need for increased communication with local teachers, the policy to use only English at the schools, an inability to help students with special needs effectively, and responsibilities that go beyond those of a language assistant. Abstract This article examines difficulties encountered by 40 native English-speaking language assistants working in classrooms in the Madrid region, as reported in their teaching portfolios, a requirement of the Master’s degree programs they completed during the same period. The 187 comments obtained were analyzed by sorting them according to theme; the findings confirm those of prior studies while bringing to light challenges not mentioned to date in research. Some aspects discussed by the native English speakers were differences in classroom methodology and discipline, the need for increased communication with local teachers, the policy to use only English at the schools, an inability to help students with special needs effectively, and responsibilities that go beyond those of a language assistant. Keywords: Bilingual Education; Teacher Aides; English (Foreign Language); Native Speakers.

Developing Medical Students as Future Educators Through a Teaching Distinction Track

Preparing undergraduate medical students to develop skills related to teaching and facilitation of learning requires a planned approach across multiple years. Students at the Carver College of Medicine (CCOM) may elect to enroll in the Teaching Distinction Track (TDT) where they focus on exploring multiple forms of education‐based experiences. These experiences are in addition to those required for the general medical curriculum. Students commit to participating in the TDT in their M2‐year by establishing a mentor and developing a learning contract. The learning contract outlines planned activities, opportunities for feedback, coursework, participation on education‐based committees, and the development of an education‐based project. The requirements for the TDT are a minimum of 60‐h of relevant teaching experience that may include tutoring, teaching science concepts, creating new educational materials, serving as a small‐group facilitator, assisting in physical examination skills development, and participation on committees related to medical education. Students are also required to develop a teaching portfolio and must successfully complete a 4‐week teaching elective. During their final semester at the CCOM each student gives a presentation on how the TDT has impacted their studies, showcasing some of their work. Included in the presentation are a synopsis of their teaching philosophy, specific teaching skills in which they have seen growth, examples of the educational materials they have developed, and the project they have undertaken. Since it was developed in 2010, approximately 128 students have graduated with a teaching distinction.

Investigation of the Use of Electronic Portfolios in the Determination of Student Achievement in Higher Education Using the Many-Facet Rasch Measurement Model

This study aimed to determine the rater behavior in the evaluation process of student electronic portfolios used to measure student achievement in higher education, and thus to evaluate the usability of the electronic portfolio system. Considering that rater behavior adversely affects both validity and reliability in determining the performance of individuals, it is important to identify the effect of this factor and evaluate the related results in line with this effect. The data of the study were collected from the students enrolled in an English language teaching program at Gazi University Gazi Education Faculty within the scope of the measurement and assessment course in the fall semester of 2017-2018. An analytic rubric developed by the researchers was used in the evaluation of the student electronic portfolios. The study included two participants groups consisting of three raters and 61 students (11 male, 50 female). In the analysis of the data, the many-facet Rasch measurement model was used as an analysis method since it was appropriate for the nature of the current data set. When the findings of the study were examined, it was found that one or more rater behaviors interfered with the performance of the individual in the use of non-objective measurement tools, and consequently negatively affected the validity and reliability of the measurements. In conclusion, it can be stated that the individual’s performance related to electronic portfolios in higher education is generally affected by the rater behavior in the evaluation process independent of the measurement tool. In addition, it has been confirmed that electronic portfolios can be used to determine individual performance in higher education.

Situating observations as part of a teaching portfolio

This opinion piece draws upon research in the field of teacher development and educational development to argue for the use of teaching portfolios as a developmental tool into which observations and observational data can be integrated. Looking at observations from developmental perspectives rather than for the purposes of appraisal allows teaching professionals and practitioners to feel more comfortable about the very idea of observations. Furthermore, the use of portfolios can serve as a means of presenting vignettes of practice that tell the story of teachers' journeys on a professional continuum that is "a process of becoming" and one that is never finished (Mann, 2005).

Peer Collaboration: Improving Teaching through Comprehensive Peer Review

This article includes a brief rationale and review of the literature on peer review of teaching (PRT). Based on that literature review, it offers a proposal for an optimal formative review process that results in a teaching portfolio that would reflect a faculty member's efforts and successes in a critically reflective PRT process, and contributes to ongoing teaching improvement. It then looks at potential areas of faculty resistance and concern and offers a discussion of potential strategies to overcome those concerns.

Evaluating Multicultural Education Courses: Promise and Possibilities for Portfolio Assessment

As multicultural education continues to evolve, better assessments are necessary to provide a holistic measure of the effectiveness of multicultural education in the academy. Unfortunately, as multicultural scholars champion the cause for social justice, equity, and access for school children they remain vulnerable to negative promotion and tenure determinations due to misaligned measures of teaching effectiveness in the academy. In this article, a Black female teacher educator at a Predominately White Institution describes how she utilized a Multicultural Education Teaching Portfolio (METP) as a means to inform the measurement of her instructional quality and effectiveness. This discussion provides an overview of current challenges to assessing quality within Multicultural Education courses and provides an outline of possible components of the METP for further consideration.

Effectiveness of a Negotiation Simulation Game in IB Learning

ABSTRACTThis study describes a foreign investment negotiation simulation game and evaluates its effectiveness on the teaching and learning of international business. The game involves the application of the major topics of an introductory international business course to a setting that is close to the real world, thus allows students to explore the association between theory and practice. By quantitative and qualitative analysis on the primary data collected from both face-to-face and online classes at the same time, the study finds strong evidence that the negotiation simulation game significantly improves students learning in both class settings, and the poor performers benefit the most from the simulation game. Evidence also shows that the simulation game is more effective in enhancing students learning in the traditional face-to-face class than the online class, indicating class settings matter. The findings suggest higher-level learning requires deep engagement of students, and student-centered active learning strategies like the negotiation simulation game can effectively engage all students, including those who are difficult to engage with other traditional pedagogical methods. Therefore, the simulation game can be an important addition to the teaching portfolio to accommodate students with different learning styles. Moreover, the game offers an experiential learning opportunity that improves both the cognitive and affective experiences of students learning, and provides hands-on experience of business negotiations. Professors, especially those who are searching for an active learning tool for teaching international business online could benefit from this study.

Training upcoming academicians through interviews of pharmacy resident teaching certificate leaders.

Background:Discovering methods of Residency Teaching Certificate Programs (RTCPs) will allow for collaboration in developing best practices to ensure both high quality of programming and outcomes for participants.Objective:The primary objective of this project is to describe and compare how RTCPs are conducted in the state of Ohio. Secondarily, to identify current practices in assessing RTCPs in both programmatic effectiveness and individual resident teaching outcomes.Methods:The seven coordinators of the seven Ohio RTCPs (n=7) were contacted via email and asked to participate in an IRB-approved interview, either in-person or telephonically. Standardized questions were developed to inquire about six categories of interest: demographics/background, administration/logistics, content, assessment of the resident, program financing, and program continuous quality improvement (CQI). All seven programs participated in interviews. Data was coded by multiple members of the research team for presentation in aggregate form.Results:RTCPs include seminar days at the respective pharmacy colleges; however, the number, length, and content of seminars vary. The majority of programs (n=5) stated using inherited curriculum and materials passed down from previous coordinators. While each RTCP requires participants to submit a teaching portfolio, only three of seven programs assess the summative portfolios. All programs (n=7) award participants a certificate based on completion of requirements without a defined minimum performance standard. Two programs are collecting participant feedback after every session for CQI however no programs are completing an annual programmatic assessment of resident outcomes. The majority of coordinators (n=7) are interested in collaborating and sharing “best practices” between RTCPs in the state.Conclusions:Although published and available resources exist surrounding the development and delivery of RTCPs, in Ohio, their use varies greatly. The most striking outcomes highlighted the lack of resident and program assessment of outcomes in RTCPs. The research has brought forth ideas of ways to improve these programs through resident assessment, program assessment and also leads to reflection and innovation around the best way to deliver these programs.

Practitioners’ Perception about Professional Learning Practices at Higher Secondary Level in Public and Private Sector

The study analyzed practitioners’ perceptions about professional learning practices at higher secondary level in public and private sector. The components of professional learning practices were teaching learning process, students’ development, teachers’ professional relationship and service, institutional development and personal and professional growth. The objectives of this paper focused on checking practitioners’ insights regarding above given components. The sample of the study were 633 practitioners. Major findings were that there was no major difference in perceptions of both sector teachers about teaching learning and students’ development. The practitioners of private schools showed more interest in professional relationship, institutional development, personal and professional growth. It is recommended that institutional administration may make it mandatory for practitioners to prepare professional teaching portfolio and may design professional development courses about building their competency in classroom management. The administration of public schools may plan professional learning communities and knowledge sharing societies through launching collaborative campaigns.

OCENIANIE KOMPETENCJI STUDENTÓW – PRZYSZŁYCH NAUCZYCIELI JĘZYKA OBCEGO PRZEZ NAUCZYCIELI – OPIEKUNÓW PRAKTYK, NA PRZYKŁADZIE JĘZYKA FRANCUSKIEGO

The aim of this paper is to analyse how French teachers evaluate the didactic skills of students of the Institute of Romance Studies after their three-week teaching practice in a Polish middle or high school. We will be interested primarily in the descriptive evaluation written by the supervising school teachers, which affords an overview of the key competences of foreign language teachers in their own opinion (i.e. their personal theory of teaching) as well as of the terminology used to describe them and reflecting modern or more traditional conceptions of teaching. Our analysis will be carried out with reference to the competences highlighted in a self-evaluation tool, the European Portfolio for Students Teachers of Languages. Conclusions are drawn regarding not only the need to strengthen cooperation between the university and the school teachers to instil a reflective attitude, but also to strengthen the correlation between the tutors’ evaluation and the self-evaluation of thetrainees – not only to develop their autonomy, but also for formative assessment of both the student and the teacher.