Bridging the Gap from Teacher to Teacher Educator: The Role of a Teaching Portfolio

Hamilton, Miriam

doi:10.1080/17425964.2017.1414041

Cited by 22 publications

(12 citation statements)

References 33 publications

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“…By developing the training presented here, we took the challenge of supporting future teachers in the production of a reflective written document that is intended to improve their “professional self” (Kelchtermans, 2001). The results presented above support the utility of the portfolio and the associated writing activities (Hamilton, 2017; Loughran, 2014) in this context. They show that the training program combining two types of theories (teacher learning and writing instruction) enabled participants to make major progress from one draft to another and thus improve their reflective writing skills.…”

Section: Discussionsupporting

confidence: 73%

Developing Student Teachers’ Reflexivity Toward Their Course Planning: Implementation of a Training Program Focused on Writing and Reflective Skills

et al. 2021

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Recent literature has shown the low levels of reflexivity student teachers exhibit when doing reflective writing and the lack of a training program in their initial training to help them. A training program that was developed to support future teachers’ reflective writing was implemented and the program’s results were evaluated. The program was based on a combination of theories from the fields of teacher training and writing instruction. The training program was offered to a class of 16 future primary school teachers in French-speaking Belgium (three males and 13 females, averaging 20 years old) who were in their final year of training. They rewrote a reflective text several times and the 64 texts produced were analyzed quantitatively. The results showed that the training program enabled participants to make major progress from one draft to another and thus improve their reflective writing skills. In addition, a qualitative single case study showed how one student’s writing evolved during the training program. Among the practical implications that emerged from this study were the recommendations to include time in the training curricula dedicated to the teaching of reflective writing and to train trainers to support the writing of reflective texts.

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Section: Discussionsupporting

confidence: 73%

Developing Student Teachers’ Reflexivity Toward Their Course Planning: Implementation of a Training Program Focused on Writing and Reflective Skills

et al. 2021

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“…The personal conception may evolve through reflection, which could ultimately assist clinical teachers in enhancing their expertise in teaching and developing their professional identity. [45][46][47][48] The study findings have implications for medical education, specifically faculty development programs for clinical teachers. Each of the 4S framework factors can be used to design a faculty development program relevant to the needs of clinical teachers.…”

Section: Discussionmentioning

confidence: 88%

“…For example, the current study has further emphasised that self-reflection (self factor) and feedback from others (e.g., peer feedback, support factor) form a powerful combination in supporting transitions and identity formation. 47 The role of the community of practice (strategy factor) as social support in understanding teaching roles and developing a professional identity as a clinical teacher is also highlighted. Thus, either formally or informally, we propose that interactions among members of a community of practice should be encouraged and nurtured.…”

Section: Discussionmentioning

confidence: 99%

Clinical teachers’ professional identity formation: an exploratory study using the 4S transition framework

2022

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Objectives:The aim of this study was to explore factors that may influence the formation of professional identity in clinical teachers, specifically during the transition period from practitioner to teacher. Methods: This was a descriptive qualitative study. We used Schlossberg's 4S framework to explore influential factors comprised of the following: situation, self, support, and strategies. This study was conducted in teaching hospitals of a relatively new private medical school in Bali, a province in Indonesia. The participants were 30 clinical teachers who were selected using a maximum variation sampling strategy based on length of work experience, gender, specific educational roles as coordinators, and clinical specialty. Data were derived from three focus-group discussions and 13 indepth interviews. A thematic analysis method was used to analyse the data. Results: The thematic analysis revealed that 12 subthemes related to the 4S framework influenced the development of clinical teachers' identity. It was also shown that reflective ability and community of practice, which was included in the self and strategy factors, respectively, were the two most important factors during the transition period in the development of professional identity. Conclusions: Factors, both within and outside the self, can either support or hinder the formation of professional identity in clinical teachers. We suggest that when faculty development programs are designed, these factors should be incorporated, such as including a community of practice as part of the formal faculty development programs and the development of a teaching portfolio that nurtures reflective practice.

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“…Thus, a considerable amount of the professional learning that is undertaken to enhance academic practice takes place through experiential or work-based practices including communities of practice, conversations with colleagues and practice-based innovations (Knight, Tait, & Yorke, 2006;Nerantzi, 2015;Warhurst, 2008). Furthermore, there is a growing body of literature highlighting the use of portfolios to support academic professional learning activities and reflective practice in Higher Education (Costelloe, Gormley, & O'Riordan, 2019;Hamilton, 2018;Hoekstra & Crocker, 2015;O'Farrell, 2007;Pelger & Larsson, 2018). Described as 'a purposeful collection of evidence, consisting of descriptions, documents and examples of what is good teaching for the teacher' (de Rijdt, Tiquet, Dochy, & Devolder, 2006, p. 1086, portfolios are being used in multiple ways to support PD: to provide evidence of a quality approach to professional development, to document teaching practices for the purposes of promotion, to showcase and reflect on academic practice and to provide evidence of engagement with PD activities.…”

Section: Introductionmentioning

confidence: 99%

Exploring the potential of digital teaching portfolios to support in/non-formal professional development for those who teach in Higher Education

Costelloe¹

2021

telji

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It is broadly recognised that professional development (PD) to enhance academic practice amongst those who teach in Higher Education (HE) encompasses a range of approaches; while there is an established culture of accredited PD provision – particularly for early-career academics – literature points to a preference among more established faculty for non-accredited or informal PD activities such as workshops, projects, conferences, professional dialogue, experimental approaches or activities related to the scholarship of teaching and learning (Ashgar and Pilkington 2018; Kálmán et al. 2019; Spowart et al. 2017). The provision of accredited PD is now commonplace in the Irish context and many Irish HE Institutions offer programmes in academic practice at Graduate Certificate, Diploma or Masters Level (Maguire et al. 2017; Maguire et al. 2015). However, evidence also points to a long-standing culture of engagement in in- and non-formal PD activities among Irish HE teachers (Kenny et al. 2015). This has been recognised in the Irish National Professional Development Framework which is underpinned by an ‘acknowledgement of the spectrum of activities that could be considered under the umbrella of PD’ (National Forum 2016a; National Forum 2016b). Thus, a considerable amount of the professional learning that is undertaken to enhance academic practice takes place through experiential or work-based practices including communities of practice, conversations with colleagues and practice-based innovations (Knight et al. 2006; Nerantzi 2015; Warhurst 2008). Furthermore, there is a growing body of literature highlighting the use of portfolios to support academic professional learning activities and reflective practice in Higher Education (Costelloe et al. 2019; Hamilton 2018; Hoekstra and Crocker 2015; O'Farrell 2007; Pelger and Larsson 2018). Described as ‘a purposeful collection of evidence, consisting of descriptions, documents and examples of what is good teaching for the teacher’ (de Rijdt et al. 2006, p.1086), portfolios are being used in multiple ways to support PD: to provide evidence of a quality approach to professional development, to document teaching practices for the purposes of promotion, to showcase and reflect on academic practice and to provide evidence of engagement with PD activities. An eportfolio adds an extra dimension to the affordances of a more traditional portfolio through the potential inclusion of multimedia artefacts such as audio, video and text to capture, share and reflect on academic practice. Bearing in mind the Irish HE context and the recent introduction of the National Professional Development Framework, this paper will explore the potential of eportfolios – and specifically digital teaching or professional practice portfolios – to support, document and evidence the wealth of non-accredited and in/non-formal professional learning undertaken by HE teachers to enhance academic practice. Drawing on semi-structured interviews carried out with Irish HE teachers in three institutions in the Mid-West region, this paper will consider how digital teaching portfolios offer a space to capture, evidence, reflect on and share the wealth of practice-based and in/non-formal PD in which HE teachers engage.

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Bridging the Gap from Teacher to Teacher Educator: The Role of a Teaching Portfolio

Cited by 22 publications

References 33 publications

Developing Student Teachers’ Reflexivity Toward Their Course Planning: Implementation of a Training Program Focused on Writing and Reflective Skills

Developing Student Teachers’ Reflexivity Toward Their Course Planning: Implementation of a Training Program Focused on Writing and Reflective Skills

Clinical teachers’ professional identity formation: an exploratory study using the 4S transition framework

Exploring the potential of digital teaching portfolios to support in/non-formal professional development for those who teach in Higher Education

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