Pedagogisk mappe – hva, hvorfor og hvordan?

Abstract

A teaching portfolio is a systematic and comprehensive documentation of a teacher’s pedagogical and didactic competence. In Norwegian higher education, teachers are required to document their teaching competence for assessment purposes. This chapter defines the teaching portfolio and addresses why it is suggested as an integral part of academic teachers’ professional lives. The portfolio serves not only as documentation of teachers’ abilities but also as a tool for academic teachers’ development in teaching. Moreover, creating a reflective teaching portfolio has the potential to contribute to the development of an academic community of practice distinguished by a scholarly approach to teaching and learning.<p>

<p>However, the authenticity of the portfolio is challenged by the expectations that it presents a selection of documents illustrating the best quality of work when being considered for employment or promotion. In other words – the “performative self” challenges the “authentic self”. But can these various intentions of the teaching portfolio be reconciled? In this chapter, we explore the potential and challenges, highlighting that teaching portfolios can be utilized for both the development of teaching and as a form of documentation. Our review of published papers on teaching portfolios indicates a substantial gap in research regarding their application. In concluding the chapter, we offer guidance on how to create a teaching portfolio that reflects a teacher’s educational philosophy, accomplishments, and ongoing professional development throughout their career