Rethinking the Teaching Portfolio in Higher Education: My Portfolio Is More Than an Assessment Scrapbook!

• In Event: 29.082 - Roundtable Session 9
  In Roundtable Session: 29.082-6 - Portfolios, Reflection, and Professional Development

Abstract

Undoubtedly, the teaching Portfolio is one of the most valuable resources for documenting and assessing teachers’ learning (Darling-Hammond & Snyder, 2006; Foote & Vermette, 2001). But, as faculty reflect critically, are we optimizing the richness of their portfolios that epitomizes their beliefs and perceptions on teaching? Within the portfolio, the teaching philosophies and reflections function as confessionals (O’Neill, 1997). Therefore, we should view the portfolios not only as places of accountability and documentation but as sites of critical inquiry and transformation (Talburt 1998). This Paper analyzes seventy-four teaching portfolios and presents evidence that within the contents are significant messages, often missed, regarding perspectives on teaching and learning and recommendations to improve practice and inform policy on faculty development programs.

Author

• Sylvia Maureen Henry, University of the West Indies