Evidence-Based Teaching Portfolios: Contextualized Professional Development for Teachers Working in Different Educational Sectors

• In Event: Individual and Collaborative Approaches to Critical Reflection Across Teacher Education Contexts

Abstract

This paper reports on a study using evidence-based teaching portfolios as professional development for teachers and teacher educators. This paper specifically explores the cross-sectoral and cross-contextual learning dimensions achieved through a process of individualised teaching portfolio development within a community of practice. Qualitative data comprised of group and individual interviews with teachers at post-primary, in teacher support services, and in higher education and teacher education, Key findings indicate that a cross-sectoral community of practice can create knowledge about teaching practice, which is personalised and contextualised to each teacher’s sector, yet informed by practitioners from different sectors. The researcher provided individualised mentoring throughout the portfolio writing process. This enabled meaningful reflection and learning for the researcher and participants.

Author

• Miriam Yvonne Hamilton, Mary Immaculate College