Teaching Portfolios and Faculty Development: A Case Study in Portugal

Author #1

Proposal Abstract

The objective of the research presented in this poster is to explore the extent to which a formative program based on faculty teaching portfolios is both viable and effective permitting this way to make public the intellectual work associated with teaching and learning.

The present study was conducted for a period of 16 months with ten volunteer faculty members in a School of Education in Portugal. The case-study nature of this research called for an action-research process focused on the collaboration and cooperation among the participants, who, within a community of practice, participated in reflective and learning activities that involved self, third-party and co-evaluative activities. Faculty members participated in quarterly two-day workshops during which they attended in-service learning activities and collaborate on the creation and development of their teaching portfolios.

The results of this study revealed that this formative evaluation program can indeed be an effective formative tool for faculty in higher education at different points in their career and the products – teaching portfolios – are a significant contribute to the scholarship of teaching and learning.

 
Mar 27th, 4:00 PM Mar 27th, 5:30 PM

Teaching Portfolios and Faculty Development: A Case Study in Portugal

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The objective of the research presented in this poster is to explore the extent to which a formative program based on faculty teaching portfolios is both viable and effective permitting this way to make public the intellectual work associated with teaching and learning.

The present study was conducted for a period of 16 months with ten volunteer faculty members in a School of Education in Portugal. The case-study nature of this research called for an action-research process focused on the collaboration and cooperation among the participants, who, within a community of practice, participated in reflective and learning activities that involved self, third-party and co-evaluative activities. Faculty members participated in quarterly two-day workshops during which they attended in-service learning activities and collaborate on the creation and development of their teaching portfolios.

The results of this study revealed that this formative evaluation program can indeed be an effective formative tool for faculty in higher education at different points in their career and the products – teaching portfolios – are a significant contribute to the scholarship of teaching and learning.