AIM: This paper is a review protocol that will be used to identify, critically appraise and synthesize the best current evidence relating to the use of teaching portfolios for educators in further and higher education. BACKGROUND: While portfolio use as a means to assist students in further and higher education has undergone extensive research and review, their use as a tool to assist educators has yet to receive systematic attention. Reviews conducted on studies related to portfolio use and undergraduate students have suggested that a teaching portfolio may have a benefit for educators in higher education as a means to provide relevancy and focus to their teaching. DESIGN: The objectives of the review are to evaluate how a teaching portfolio assists educators in teaching and learning; to evaluate the effects of maintaining a teaching portfolio for educators in relation to personal development; to explore the type of portfolio used; to determine whether a teaching portfolio is perceived more beneficial for various grades and professional types; and to determine any motivating factors or workplace incentives behind its implementation and completion. A search of the following databases will be made: MEDLINE, CINAHL, BREI, ERIC and AUEI. The review will follow the Joanna Briggs Institute guidance for systematic reviews of quantitative and qualitative research. CONCLUSION: The review will offer clarity and direction on the use of teaching portfolios for educators, policymakers, supervisory managers and researchers involved in further and higher education.
AIM: This paper is a review protocol that will be used to identify, critically appraise and synthesize the best current evidence relating to the use of teaching portfolios for educators in further and higher education. BACKGROUND: While portfolio use as a means to assist students in further and higher education has undergone extensive research and review, their use as a tool to assist educators has yet to receive systematic attention. Reviews conducted on studies related to portfolio use and undergraduate students have suggested that a teaching portfolio may have a benefit for educators in higher education as a means to provide relevancy and focus to their teaching. DESIGN: The objectives of the review are to evaluate how a teaching portfolio assists educators in teaching and learning; to evaluate the effects of maintaining a teaching portfolio for educators in relation to personal development; to explore the type of portfolio used; to determine whether a teaching portfolio is perceived more beneficial for various grades and professional types; and to determine any motivating factors or workplace incentives behind its implementation and completion. A search of the following databases will be made: MEDLINE, CINAHL, BREI, ERIC and AUEI. The review will follow the Joanna Briggs Institute guidance for systematic reviews of quantitative and qualitative research. CONCLUSION: The review will offer clarity and direction on the use of teaching portfolios for educators, policymakers, supervisory managers and researchers involved in further and higher education.
Authors: Ryanne J Mayersak; Lalena M Yarris; Rebecca C Tuttle; David C Jones; Anna M Nelson; Rachel R Bengtzen; Joshua G Kornegay; Holly A Caretta-Weyer Journal: J Grad Med Educ Date: 2021-10-15