Robert Kennelly
University of Canberra, Australia ( formerly Trinity College, Dublin)
rmkennelly@homemail.com.au
Abstract: There is considerable literature confirming the importance of on going rigorous reflection in developing portfolios or simply enquiring into one’s teaching. However in highlighting widespread adoption of the themes of this literature it is appropriate to ask whether there is too large a focus on recording teaching achievements in practice.
The paper describes and evaluates a programme for the introduction to the University of Dublin, Trinity College of developing teaching portfolios with reflective practice. It also considers two parallel strategies: the Provost’s Teaching Awards in Excellence and the use of philosophy of teaching statements and teaching and learning portfolios for all academic promotions at Trinity. All three initiatives are aimed at enriching the student learning environment at Trinity.
The spine of this paper rests on the assumption that T+R+C = B which may bring about SL. That is that Teaching portfolios with Reflective practice in a Collaborative environment will bring about Better teaching and learning strategies that may improve Student Learning. On this premise the paper recommends an integration of the initiatives at Trinity to focus on the use of teaching portfolios for the interrogation of the academic’s teaching and learning.
Evaluation of the Trinity programme underscores the value of an ongoing interrogation about the methods used to improve student learning in the reflective practice process. The data also points to the importance of this dialogue being conducted in a community of trust. |
