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Participants' opinions on the usefulness of a teaching portfolio
Author(s) -
Tigelaar Dineke E H,
Dolmans Diana H J M,
De Grave Willem S,
Wolfhagen Ineke H A P,
Van Der Vleuten Cees P M
Publication year - 2006
Publication title -
medical education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.776
H-Index - 138
eISSN - 1365-2923
pISSN - 0308-0110
DOI - 10.1111/j.1365-2929.2006.02414.x
Subject(s) - conversation , coaching , portfolio , directive , psychology , medical education , pedagogy , computer science , medicine , business , communication , finance , psychotherapist , programming language
Background Whether teaching portfolios achieve their aim of stimulating teachers' professional development is favourably affected by the incorporation of a balanced structure and effective social interactions, such as coaching. We explored teachers' experiences with a teaching portfolio that was structured by teaching roles, portfolio assignments and conversation protocols. The related social interactions consisted of meetings with peers and personal coaches. Teachers' and coaches' opinions were sought about the benefits and the enabling and disabling factors of the portfolio structure and the social interactions involved. Method Five teachers and their personal coaches were individually interviewed about their experiences with the portfolio. Protocols were analysed using a top‐down strategy. Results The teaching roles were helpful in analysing teaching, but the assignments and the conversation protocols were too detailed and directive. The social interactions were perceived as very valuable for professional development, particularly the meetings with personal coaches. Conclusions The portfolio structure and social interactions, especially personal coaching, appeared to be helpful for teachers in analysing their teaching practice. The assignments and protocols, however, were too detailed and directive. This may be resolved by using assignments and conversation protocols more flexibly and enabling adjustment to personal learning needs. The high appreciation of personal coaching might be related to the freedom for teachers to choose their own coach. The results can be used by portfolio designers as guidelines for how to achieve a balanced structure and effective social interactions and how these might be combined to increase the benefits of working with a portfolio to teachers.