1. Unit of study title: Teaching Portfolio

2. Unit of study code: HET4107

3. Campus: Footscray Park , Melton & Sunbury

4. Prerequisite(s): HET4100 Learning Matters at Victoria University and HET4101 Negotiating Learning

5. Parent Course: Master of Education

6. Unit of study Aims:

This unit aims to build on the current and prior experiences of participants to extend their knowledge of educational practice and enhance their effectiveness as teachers. It is designed to help participants construct a teaching portfolio based on the Capabilities of Victoria University Teaching Staff.

7. Learning outcomes:

Victoria University teachers will work towards the awareness and achievement of the following Victoria University Teacher Capabilities:

•  Teaching staff will have a sound and critical understanding of the discipline or field of practice they teach.

•  Teaching staff can identify the key feature and relevance of their discipline or field of practice to their students.

•  Teaching staff can identify their own learning needs in relation to maintaining both currency in their discipline or field of practice and their effectiveness as a teacher and engage in professional development activities to meet these needs.

8. Content:

  How to construct a teaching portfolio that identifies the needs and strengths of the practice of professional educator in terms of teaching, learning, pedagogy and research.

Identifying what counts as artefacts of practice.

Differentiating between artefacts of practice and artefacts as evidence of capability.

Organising a portfolio for effective demonstration of knowledge and practice in response to the Capabilities of Victoria University Teaching Staff.

  9. Credit Transfer Arrangements (including Articulation Pathways): 

Not applicable  

10. Methods of Teaching:

  This unit is taught using learner-centred approaches and may incorporate a range of learning activities, such as workshops, discussion with peers either online or face-to-face, inquiry into the participant's own practice or other workplace-based projects.  

11. Required Reading :  

Seldin, P. 1991. The teaching portfolio: a practical guide to improved performance and promotion/tenure decisions, Anker, Bolton , MA .

12. Recommended Reading :

Cambridge , B. L., Kahn, S., Tompkins, D. P., Yancey, K. B. (Eds). 2001, Electronic portfolios: emerging practices in student, faculty and institutional learning , American Association for Higher Education, Washington , DC

Edgerton, R., Hutchings, P., Quinlan K. 1993. The teaching portfolio: capturing the scholarship in teaching , American Association for Higher Education, Washington , DC

Griffith Institute for Higher Education, Griffith University . 2005. Teaching portfolios http://www.griffith.edu.au/cgi-bin/frameit?/centre/gihe/teachinglearning/portfolios/portfolio_main.htm

Klenowski, V. 2002, Developing portfolios for learning and assessment: processes and principles , RoutledgeFalmer, London .

Seldin, P. 1993, Successful use of teaching portfolios , Anker, Bolton , MA .

13. Class Contact:

  12 hours or equivalent.

14. Assessment:

A comprehensive teaching portfolio, including an oral defence of the portfolio (2000 words or equivalent, graded).