ABSTRACT

Little is known about the use of multipurpose teaching portfolios. In this study we examined teachers’ general perceptions of a mandatory and publicly available multipurpose teaching portfolio at a research-intensive university with a survey design and a mixed-method approach. Responses from a representative sample of 384 teachers from the intended university population (N=1,160) on 20 survey items were analyzed quantitatively and qualitatively. The portfolio was found to only support its intended developmental purpose to a minor extent. The perceived value of the portfolio was influenced by how teaching was perceived to be valued by leadership in the context. The evidence from this study is relevant for academic developers advising institutional or governmental quality policy makers on the use of teaching portfolios.

摘要

人们对多功能教学档案袋的使用知之甚少。在这项研究中，我们通过调查设计和混合方法研究了教师对研究密集型大学强制性和公开的多功能教学组合的普遍看法。对来自预期大学人群的 384 名教师（N=1,160）的代表性样本对 20 个调查项目的回答进行了定量和定性分析。结果发现，该产品组合仅在较小程度上支持其预期的发展目的。投资组合的感知价值受到领导层对教学的评价方式的影响。这项研究的证据对于学术开发人员向机构或政府质量政策制定者提供有关教学档案使用的建议具有重要意义。