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Understanding and promoting effective teaching are central concerns of the engineering education community. The following summary reports on research to investigate the processes by which construction of teaching portfolios in a socially supportive context can promote the advancement of teaching knowledge and ability. By characterizing how a specific intervention can advance teaching knowledge and effectiveness, findings and ideas are generated that can help others engaged in the same goal.

What’s So Important About Peer Review Of Teaching Portfolio Components? An Exploratory Analysis Of Peer Review Episodes Within Etpp