Teaching Portfolio Research Articles

예비교사의 e-티칭포트폴리오 활용에서 성찰 지원을 위한 루브릭 모바일 어플리케이션 프로토타입 개발에 대한 연구

예비교사의 e-티칭포트폴리오 활용에서 성찰 지원을 위한 루브릭 모바일 어플리케이션 프로토타입 개발에 대한 연구

Doctoral students' conceptions of online teaching portfolios. An exploration of the authenticity and performativity spectrum

This paper outlines findings from a research project on the reflective processes involved in the creation of online teaching portfolios by doctoral students of an international, graduate university in Europe. The study was conducted to identify conceptions of online teaching portfolios and to explore how these conceptions relate to notions of academic professionalism. Fifteen doctoral students who took part in an academic development programme were interviewed. The semi-structured interviews were analysed qualitatively using a grounded theory approach. Students were found to oscillate between performative and authentic repertoires of reflective work. Their conceptions were also found to reflect notions of academic professionalism, along a spectrum from instrumentalist-performative to reflective-authentic notions. 30.09.2016 | Helga Dorner & Joanna Renc-Roe

Learning, technology and intellectual property: a survey of the philosophies and preferences of our trainees and peers.

Increasing workloads threaten the quality of teaching in academic radiology practices. There is a wealth of unfiltered educational resources for radiology on the internet. As a digital native, today's radiology trainee may have differing opinions from teachers about learning and intellectual property. To identify the preferences and philosophies regarding learning, technology and intellectual property toward the future development of an innovative radiology curriculum. An electronic survey with 22 questions was sent to 2,010 members of the Society for Pediatric Radiology and 100 radiology trainees. Three hundred sixty-one of the 2,110 surveys were returned. All questions were completed in 342 surveys. Fifty-three respondents were trainees (residents and fellows) and 289 respondents were radiologists (teachers). Time needed for a single learning activity in both groups is <30min, but teachers spend less time (P=0.007). The preferred learning environments were point-of-care and outside work hours for both groups. Ideal lecture durations were 31-45min for trainees and 21-30min for teachers (P=0.001). Adoption of new technology showed late majority and laggard trends for both groups (P=0.296). Interest in gadgets was greater in trainees (17%) than teachers (2%) (P<0.001). Interest in lecture recording was greater in trainees (84%) than teachers (61%) (P=0.008). More trainees (61%) than teachers (42%) would not charge money for educational materials (P=0.028); 27% versus 13%, respectively, disagreed with dissemination of those materials beyond the institution (P=0.013). While millennial trainees are adult learners with a stronger comfort with technology, learning styles of trainees and teachers are more similar than was previously believed. Trainees and teachers hold conflicting philosophies about intellectual property. Results herein speak favorably for revising our teaching portfolio to include practical learning materials of short duration available at point-of-care.

デジタル・ティーチング・ポートフォリオとしてのブログの可能性

デジタル・ティーチング・ポートフォリオとしてのブログの可能性

Creating digital portfolios for reflective learning

This session will showcase reflective learning through the creation of digital portfolios. The integrative nature of portfolios allows students to demonstrate their knowledge, skills and developmental progress toward becoming a professional in their field. Guiding inquiry throughout the development of digital portfolios gives “voice to each artifact” and creates a teaching-learning environment supportive of “action research” (Johnson, Mims-Cox, &amp; Doyle-Nichols, 2006, p. 55).In this session, e-portfolio models that encourage reflection will be highlighted with separately established examples from the INTO Mason International Graduate Pathways Program and the Department of Social Work. Strengths and challenges discovered in the promotion of greater skills and reflection in students will be discussed. Portfolio tools available both within and outside of Mason will be described, along with best practices for integrating reflective learning through portfolios in a variety of disciplines.Johnson, R. S., Mims-Cox, J. S., &amp; Doyle-Nichols, A. (2006). Developing portfolios in education: A guide to reflection, inquiry, and assessment. Thousand Oaks, Calif.: Sage Publications.

Residency Program Directors’ View on the Value of Teaching

Purpose: There is no standardization for teaching activities or a requirement for residency programs to offer specific teaching programs to pharmacy residents. This study will determine the perceived value of providing teaching opportunities to postgraduate year 1 (PGY-1) pharmacy residents in the perspective of the residency program director. The study will also identify the features, depth, and breadth of the teaching experiences afforded to PGY-1 pharmacy residents. Methods: A 20-question survey was distributed electronically to 868 American Society of Health-System Pharmacists-accredited PGY-1 residency program directors. Results: The survey was completed by 322 program directors. Developing pharmacy educators was found to be highly valued by 57% of the program directors. Advertisement of teaching opportunities was found to be statistically significant when comparing program directors with a high perceived value for providing teaching opportunities to program demographics. Statistically significant differences were identified associating development of a teaching portfolio, evaluation of Advanced Pharmacy Practice Experiences students, and delivery of didactic lectures with program directors who highly value developing pharmacy educators. Conclusions: Future residency candidates interested in teaching or a career in academia may utilize these findings to identify programs that are more likely to value developing pharmacy educators. The implementation of a standardized teaching experience among all programs may be difficult.

Educational needs and preferences of young European clinicians and physician researchers working in the field of rheumatology

ObjectivesTo understand the educational needs and preferences of young clinicians and physician researchers in the field of rheumatology in Europe.MethodsAn international online survey was performed as a joint venture of...

Potential of digital teaching portfolios for establishing a professional learning community in higher education

&lt;p&gt;Digital teaching portfolios (DTPs) are increasingly adopted in higher education for various purposes such as assessment, learning, and showcasing. This paper reports on a collective case study of four teaching staff who have developed DTPs with an emphasis on building a professional learning community at a higher education institution. A number of themes emerged from the cross-case data analysis: the teaching staff used DTPs for both personal and social benefits; they found it important to link their DTPs with students’ learning; they developed DTPs at different levels (individual and group level); they aligned their DTPs with their underlying teaching and learning beliefs; and they found that technical and conceptual supports, as well as opportunities to discuss and share with colleagues, were necessary for the successful implementation of DTPs. The study suggests that DTPs could significantly enhance higher education teaching and learning, and through sharing of DTPs, teaching staff could build a professional learning community that enhances their capacity for teaching and professional learning.&lt;/p&gt;

“I am trying to practice good teaching”: Reconceptualizing eportfolios for professional development in vocational higher education

AbstractTeaching portfolios have become increasingly important to university teachers. Portfolio requirements for the appointment or promotion of academic staff recognize that the assessment of teaching practice requires more depth and detail than a candidate's academic CV generally affords. The focus of this study is the electronic teaching portfolios, developed for purposes of promotion, in a vocational higher education context. Data were obtained from candidates' eportfolios, from precourse and end‐of‐course surveys, as well as from eportfolio assessors' formative and summative feedback. The analysis of the data reveals tensions arising from portfolio building in the particular context of vocational higher education. The nature of the vocational field impacts not only on teaching and learning practice, but on how academic staff choose to present their practice in an eportfolio. The paper argues that the constraints and enablements of context, including the disciplinary context, as well as the possibilities and limitations of agency, will strongly influence the purposes of eportfolio development and the extent to which university teachers can exercise agency in the creation of an eportfolio in a “high stakes” context. The findings can help university appointments and promotions committees, as well as educational developers, to better understand these enablements and constraints in order to inform policy and implementation.

Using Facebook as an e-portfolio in enhancing pre-service teachers’ professional development

&lt;p class="Body1"&gt;This study aims to determine if &lt;em&gt;Facebook&lt;/em&gt;, when used as an online teacher portfolio (OTP), could contribute meaningfully to pre-service teachers’ professional development (PD) and in what ways the OTP can be meaningful. Pre-service teachers (&lt;em&gt;n&lt;/em&gt; = 91) were asked to develop OTP using &lt;em&gt;Facebook&lt;/em&gt; and engage in learning and professional development (PD) activities for 14 weeks. Questionnaires, open-ended items and reflective reports were used to collect data and it was found that many of the pre-service teachers benefitted quite significantly in terms of their development as future teachers through these five facets: (i) community of practice; (ii) professional learning and identity; (iii) relevant skills; (iv) resources; and (v) confidence.&lt;/p&gt;

Portfolios in Saudi medical colleges. Why and how?

Over recent decades, the use of portfolios in medical education has evolved, and is being applied in undergraduate and postgraduate programs worldwide. Portfolios, as a learning process and method of documenting and assessing learning, is supported as a valuable tool by adult learning theories that stress the need for learners to be self-directed and to engage in experiential learning. Thoughtfully implemented, a portfolio provides learning experiences unequaled by any single learning tool. The credibility (validity) and dependability (reliability) of assessment through portfolios have been questioned owing to its subjective nature; however, methods to safeguard these features have been described in the literature. This paper discusses some of this literature, with particular attention to the role of portfolios in relation to self-reflective learning, provides an overview of current use of portfolios in undergraduate medical education in Saudi Arabia, and proposes research-based guidelines for its implementation and other similar contexts.

Teaching Preparation and Placement in “Non-top-tier” Ph.D. Programs

In a recent article, Jacobson (2015) provides an invaluable economics job market guide for economics Ph.D. candidates from “non-top-tier” programs in the United States. Her treatment is detailed and, to a large extent, thorough. However, Jacobson fails to discuss the development of effective lead teaching experience in graduate school as a (potentially central) aspect of job market preparation. In the present comment, we develop and summarize a job posting and placement data set that focuses on Ph.D. candidates from non-top-tier programs. The data strongly suggests that the development of lead teaching experience in graduate school, rather than an optional line on one's vita, is an often pivotal element of realized job placement for Ph.D. candidates of non-top-tier programs. These findings corroborate with List's (2000) finding that, “a candidate's teaching portfolio was highly influential in the academic market” (p. 197). We also discuss the acquisition of lead teaching experience and benefits of early teaching experience that may extend beyond first job placement.

Teacher as a Decisive Factor to Enhance the Quality in School

The role of teachers in teaching-educational work is considered as the most important subjective factor to the school for the realization of the learning process and success at school, therefore the time has repeatedly raised as an issue to be solved: increase the role of teachers in the educational process and further promoting his moral image. In order to reach the top, the teacher is placed at the center of the reform process without distraction from the concrete activity that he performs in the classroom and his concrete effects on the results of the students. He serves on the institution of preparation of the future students, cadres and specialists for multi-year terms. This implies the strengthening and deepening of the scientific content of the education process, gathering experience and actuality. To accomplish his mission successfully, the teacher is required to be competent in his professional field, creative and demonstrate pedagogical mastery. Despite the lengthy transition difficulties, teachers have increased their efforts to crack and argue the phenomena, concepts, laws, the most essential rules which promote the creative thinking of students to elaborate formative knowledge needed in their lives. Teacher's professional dedication and motivation in work have been significant factors for the planning, organization and execution of all work with students. With his professional ability and pedagogical and psychological preparation the teacher has enabled the successful performance of educational work; certainly not to the extent necessary and in the way he wished to be, because the transition conditions did not allow the complete implementation of his illuminative aspirations and mission. The teacher tried to include all students in the learning process by providing learning and education alternatives in terms of training students for self-learning. Seen in this light, we might say that, the criterion of professional evaluation of teachers, his level and ideological and scientific formation, is still the promotion of students’ creative thinking, education of independent work habits for quick orientation and integration into life and the labor market. The implementation of the reform to teachers was a necessity to increase their professionalism and in this respect a number of criteria were set by MES and the government regarding teachers’ employment. A simple application would be inadequate for employment; other requirements such as Master degrees, knowledge of a foreign language and pre-qualification would also be asked in this regard. Currently, MAS also requires the teacher's portfolio, his continuous testing and qualification. DOI: 10.5901/ajis.2015.v4n3s1p83

Using the EPOSTL for Dialogic Reflection in EFL Teacher Education

For many pre-service English as a Foreign Language (EFL) teachers and their mentors, the theory and practice driven European Portfolio for Student Teachers of Languages (EPOSTL)3 occupies a prominent and practical role in their preparation programs as a delivery system of core pedagogical skills and knowledge. Interest in the role that dialogical reflection plays in this process is studied in an EFL teacher education program at a Swiss university that relies heavily on the EPOSTL for the professional development awareness-raising. While the EPOSTL contributes valuable core knowledge to the processes of dialogic and mentored-reflection, certain program components provide more opportunities for scaffolded reflection than others.

Status of portfolios in undergraduate medical education in the LCME accredited US medical school

Aim: We sought to investigate the number of US medical schools utilizing portfolios, the format of portfolios, information technology (IT) innovations, purpose of portfolios and their ability to engage faculty and students.Methods: A 21-question survey regarding portfolios was sent to the 141 LCME-accredited, US medical schools. The response rate was 50% (71/141); 47% of respondents (33/71) reported that their medical school used portfolios in some form. Of those, 7% reported the use of paper-based portfolios and 76% use electronic portfolios. Forty-five percent reported portfolio use for formative evaluation only; 48% for both formative and summative evaluation, and 3% for summative evaluation alone.Results: Seventy-two percent developed a longitudinal, competency-based portfolio. The most common feature of portfolios was reflective writing (79%). Seventy-three percent allow access to the portfolio off-campus, 58% allow usage of tablets and mobile devices, and 9% involve social media within the portfolio. Eighty percent and 69% agreed that the portfolio engaged students and faculty, respectively. Ninety-seven percent reported that the portfolios used at their institution have room for improvement.Conclusion: While there is significant variation in the purpose and structure of portfolios in the medical schools surveyed, most schools using portfolios reported a high level of engagement with students and faculty.

Using a blog as an integrated eLearning tool and platform

Technology enhanced learning or eLearning allows educators to expand access to educational content, promotes engagement with students and makes it easier for students to access educational material at a time, place and pace which suits them. The challenge for educators beginning their eLearning journey is to decide where to start, which includes the choice of an eLearning tool and platform. This article will share one educator’s decision making process, and experience using blogs as a flexible and versatile integrated eLearning tool and platform. Apart from being a cost effective/free tool and platform, blogs offer the possibility of creating a hyperlinked indexed content repository, for both created and curated educational material; as well as a distribution and engagement tool and platform. Incorporating pedagogically sound activities and educational practices into a blog promote a structured templated teaching process, which can be reproduced. Moving from undergraduate to postgraduate training, educational blogs supported by a comprehensive online case-based repository offer the possibility of training beyond competency towards proficiency and expert level performance through a process of deliberate practice. By documenting educational content and the student engagement and learning process, as well as feedback and personal reflection of educational sessions, blogs can also form the basis for a teaching portfolio, and provide evidence and data of scholarly teaching and educational scholarship. Looking into the future, having a collection of readily accessible indexed hyperlinked teaching material offers the potential to do on the spot teaching with illustrative material called up onto smart surfaces, and displayed on holographic interfaces.

Developing and successfully implementing a competency-based portfolio assessment system in a postgraduate family medicine residency program.

The use of portfolios in postgraduate medical residency education to support competency development is increasing; however, the processes by which these assessment systems are designed, implemented, and maintained are emergent. The authors describe the needs assessment, development, implementation, and continuing quality improvement processes that have shaped the Portfolio Assessment Support System (PASS) used by the postgraduate family medicine program at Queen's University since 2009. Their description includes the impetus for change and contextual realities that guided the effort, plus the processes used for selecting assessment components and developing strategic supports. The authors discuss the identification of impact measures at the individual, programmatic, and institutional levels and the ways the department uses these to monitor how PASS supports competency development, scaffolds residents' self-regulated learning skills, and promotes professional identity formation. They describe the "academic advisor" role and provide an appendix covering the portfolio elements. Reflection elements include learning plans, clinical question logs, confidence surveys, and reflections about continuity of care and significant incidents. Learning module elements cover the required, online bioethics, global health, and consult-request modules. Assessment elements cover each resident's research project, clinical audits, presentations, objective structured clinical exam and simulated office oral exam results, field notes, entrustable professional activities, multisource feedback, and in-training evaluation reports. Document elements are the resident's continuing medical education activities including procedures log, attendance log, and patient demographic summaries.The authors wish to support others who are engaged in the systematic portfolio-design process or who may adapt aspects of PASS for their local programs.

The librarianship portfolio

Purpose – This paper aims to describe the development of a Librarianship Portfolio for the purposes of permanent status evaluation and rank promotion at a small private university with a unionized faculty. Design/methodology/approach – The Librarianship Portfolio was conceived and based on teaching portfolios and evaluative documents at other colleges and universities and is also a direct result of collective bargaining negotiations. Findings – Interest in outcomes assessment and evaluation is increasing in the educational institutions where academic librarians work. One assessment strategy that has been developed for teaching faculty is the professional teaching portfolio. Librarians have not widely adopted this type of documentation for the purposes of tenure evaluation or work performance assessment. Practical implications – Portfolios such as this one can serve as a basis for collecting documentation and highlighting excellence in job performance at other academic libraries, whether or not librarians are faculty or belong to a union. Originality/value – The Librarianship Portfolio as described here is a unique creation in job performance evaluation.

Parent, whānau, and teacher engagement through online portfolios in early childhood education

Parent, whānau, and teacher engagement through online portfolios in early childhood education

Teacher Self-Evaluation Models As Authentic Portfolio To Monitor Language Teachers' Performance

Many principals or heads of English departments usually use supervising checklists to monitor or evaluate their teachers' performance. As a matter of fact, teachers may not feel satisfied with the feedback they have got from their superiors. This paper aims at inspiring them with ideas of self learning to improve their own teaching performance for professional development. In this paper_ the writer would like to share his own experience as a principal and a head of the English department by exploring selfevaluation models to monitor language teachers' performance in the classroom. For this purpose, it is necessary to identify the needs of language teachers and later this teacher portfolio may also help principals or head of the department evaluate their teachers' performance.