Introduction
Here we have a presentation, part of some resources we have collected so that you can have a better idea on how to start:
Interview with Len Gusthart, Professor at the College of Kinesiology at the University of Saskatchewan. He discusses Teaching Portfolios, including what should be included in it and other tips for creating it.
Teaching Portfolios by Len Gusthart . University of Saskatchewan
Task
Two English Area teachers have advanced in Teaching portfolios thanks to their interst for reflecting and improving their teaching practices. They have shared their e-portfolios with all of us. This opportunity, we are going to access their e-portfolios and teachers are to asess them. As we are not expert on creating teaching portfolios, we have a checlist for you to evaluate them and learn from doing it.
Process
1. Click on the following links to access the teachers' e-portfolio
Catalina Norato's e-Portfolio
Cristina Baron's e-Portfolio
2. Evaluate and feedback. Go over TAsk Session 3
3. Participate in the Session 3 Forum
Conclusion
As ¡n the Adelaide University -Australia article we read the first session: There is no prescribed way to write a teaching portfolio; it is your document. You are not expected to reach some hypothetical standard; the document is a commentary on reflection and development. It is quite acceptable to reflect on teaching activities that did not have the desired effect of improving student learning, as well as those activities that were successful. Portfolios usually develop in stages, from the collection of information, to exploring new methods of teaching through to scholarly reflection and informed action.
When readers see your portfolio they are going to seek for:
• an approach to teaching
• obtained student and peer feedback of your teaching and what you have done on the results
• reflected on how your teaching has influenced student learning
• made an impact on student learning