“I am trying to practice good teaching”: Reconceptualizing eportfolios for professional development in vocational higher education
| dc.contributor.author | Pallitt, Nicola | |
| dc.contributor.author | Winberg, Christine | |
| dc.date.accessioned | 2017-07-27T12:14:11Z | |
| dc.date.available | 2017-07-27T12:14:11Z | |
| dc.date.issued | 2016-03-23 | |
| dc.description.abstract | Teaching portfolios have become increasingly important to university teachers. Portfolio requirements for the appointment or promotion of academic staff recognize that the assessment of teaching practice requires more depth and detail than a candidate's academic CV generally affords. The focus of this study is the electronic teaching portfolios, developed for purposes of promotion, in a vocational higher education context. Data were obtained from candidates' eportfolios, from precourse and end-of-course surveys, as well as from eportfolio assessors' formative and summative feedback. The analysis of the data reveals tensions arising from portfolio building in the particular context of vocational higher education. The nature of the vocational field impacts not only on teaching and learning practice, but on how academic staff choose to present their practice in an eportfolio. The paper argues that the constraints and enablements of context, including the disciplinary context, as well as the possibilities and limitations of agency, will strongly influence the purposes of eportfolio development and the extent to which university teachers can exercise agency in the creation of an eportfolio in a “high stakes” context. The findings can help university appointments and promotions committees, as well as educational developers, to better understand these enablements and constraints in order to inform policy and implementation. This is the postprint of an article that first appeared in the British Journal of Educational Technology. | en_ZA |
| dc.identifier.apacitation | Pallitt, N., & Winberg, C. (2016). “I am trying to practice good teaching”: Reconceptualizing eportfolios for professional development in vocational higher education. <i>British Journal of Educational Technology</i>, http://hdl.handle.net/11427/24808 | en_ZA |
| dc.identifier.chicagocitation | Pallitt, Nicola, and Christine Winberg "“I am trying to practice good teaching”: Reconceptualizing eportfolios for professional development in vocational higher education." <i>British Journal of Educational Technology</i> (2016) http://hdl.handle.net/11427/24808 | en_ZA |
| dc.identifier.citation | Pallitt, N., Winberg, C. 2016-03-23. “I am trying to practice good teaching”: Reconceptualizing eportfolios for professional development in vocational higher education. British Journal of Educational Technology. | en_ZA |
| dc.identifier.ris | TY - Journal Article AU - Pallitt, Nicola AU - Winberg, Christine AB - Teaching portfolios have become increasingly important to university teachers. Portfolio requirements for the appointment or promotion of academic staff recognize that the assessment of teaching practice requires more depth and detail than a candidate's academic CV generally affords. The focus of this study is the electronic teaching portfolios, developed for purposes of promotion, in a vocational higher education context. Data were obtained from candidates' eportfolios, from precourse and end-of-course surveys, as well as from eportfolio assessors' formative and summative feedback. The analysis of the data reveals tensions arising from portfolio building in the particular context of vocational higher education. The nature of the vocational field impacts not only on teaching and learning practice, but on how academic staff choose to present their practice in an eportfolio. The paper argues that the constraints and enablements of context, including the disciplinary context, as well as the possibilities and limitations of agency, will strongly influence the purposes of eportfolio development and the extent to which university teachers can exercise agency in the creation of an eportfolio in a “high stakes” context. The findings can help university appointments and promotions committees, as well as educational developers, to better understand these enablements and constraints in order to inform policy and implementation. This is the postprint of an article that first appeared in the British Journal of Educational Technology. DA - 2016-03-23 DB - OpenUCT DP - University of Cape Town J1 - British Journal of Educational Technology LK - https://open.uct.ac.za PB - University of Cape Town PY - 2016 T1 - “I am trying to practice good teaching”: Reconceptualizing eportfolios for professional development in vocational higher education TI - “I am trying to practice good teaching”: Reconceptualizing eportfolios for professional development in vocational higher education UR - http://hdl.handle.net/11427/24808 ER - | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/11427/24808 | |
| dc.identifier.vancouvercitation | Pallitt N, Winberg C. “I am trying to practice good teaching”: Reconceptualizing eportfolios for professional development in vocational higher education. British Journal of Educational Technology. 2016; http://hdl.handle.net/11427/24808. | en_ZA |
| dc.language | eng | en_ZA |
| dc.publisher | British Journal of Educational Technology | en_ZA |
| dc.publisher.institution | University of Cape Town | |
| dc.source | British Journal of Educational Technology | en_ZA |
| dc.source.uri | http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1467-8535 | |
| dc.title | “I am trying to practice good teaching”: Reconceptualizing eportfolios for professional development in vocational higher education | en_ZA |
| dc.type | Journal Article | en_ZA |
| uct.subject.keywords | teacher portfolios | en_ZA |
| uct.subject.keywords | e-portfolios | en_ZA |
| uct.subject.keywords | professional development | en_ZA |
| uct.type.filetype | Text | |
| uct.type.filetype | Image | |
| uct.type.publication | Research | en_ZA |
| uct.type.resource | Article | en_ZA |