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Teaching portfolio

Teaching portfolio. University teacher training course, Aalborg 2010-12 Lone Krogh. Inspiration. Architects/designers Artists Models. Teaching portfolio – a map with documents. Latin: (portare) carry and (Folium) sheet of paper A portfolio is a ’collection of documents’

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Teaching portfolio

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  1. Teaching portfolio University teacher training course, Aalborg 2010-12 Lone Krogh

  2. Inspiration Architects/designers Artists Models

  3. 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

  4. 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

  5. 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)

  6. 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.

  7. At least 3 phases in the work The working portfolio (the private/ personal The presentation portfolio (summativ Evaluering) Feeedback Portfolio (formativ evaluation)

  8. 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)

  9. Model and working processes

  10. The process working with the portfolio Descriptions – evaluations - reflections (learning) Arguments – reflections (Learning) Readings – reflections (learning) Documentation

  11. 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).

  12. 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)

  13. A ’teaching philosophy statement’ Is systematic, connecting the writer’s thoughts on teaching and learning in a logical fashion. It’s a complex process of gathering, assimilating, analysing, reflecting upon, evaluating - and adapting thoughts on effective teaching and learning 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.

  14. 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 sensitiveto 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)

  15. Evaluationassessment Teacher role Students/Learners Topics (syllabus) Methods/ supervision (IT) Aims/objectives The theory and practice of teaching and learning: Didaktik - A frame for analysing, planning and teaching: Alignment Context Context National and International Politics (Bologna) Stakeholder inerests Economy Law Organization Traditions Values a.s.o. Aalborg PBL model Research based teaching Subjects/ disciplines Knowledge Skills Competences Aims/objectives

  16. P3 P2 P1 Suggestions for the reflection process

  17. Four central phases in the concrete portfolio work 1. Acceptance (adapting the idea…) 2. Review (success/problems) 3. Self-evaluation 4. 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)

  18. 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 students E 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?)

  19. 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?)

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