Electronic portfolios and the five dimension model for reflecting on tertiary teaching
Abstract
In New Zealand there is no formal requirement for certification or training to become a tertiary teacher. The pathway to become a tertiary teacher is more like an apprenticeship with professional development and training concurrent to teaching. Most universities offer a compulsory induction programme and a voluntary post-graduate certificate in tertiary teaching. Professional development opportunities for tertiary teachers are sporadic. There are frameworks for reflecting on tertiary teaching including the UK professional standards framework, AKO Aotearoa criteria for teaching excellence, the Education Council’s satisfactory teaching dimensions, the literature on the scholarship of teaching and learning and the content focus of the various post graduate certificates.
All of these sources were consolidated in the development of the five dimension model for reflecting on the dimensions of effective tertiary teaching. The model provides the structure for the development of online teaching portfolios which document career long professional development. Critical reflections on the dimensions of effective tertiary teaching are structured around focusing questions and Brookfield’s (1995) lenses. The online portfolio can be used for promotion applications, fellowship applications and reflections for professional growth. The portfolio will be trialled at the University of Canterbury.
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Vol. 13:1.
DOI: http://dx.doi.org/10.18686/ahe.v1i2.797
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