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Jumping Through Hoops?: philosophy and practice expressed in geographers' teaching portfolios

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In the context of the trend towards the accreditation of university teachers and the use of teaching portfolios as a form of assessment, the teaching portfolios of eight novice university teachers of geography are analysed. The portfolios are examined with reference to: how useful portfolios are for teacher development; what they reveal about philosophies of teaching; what can be learned from portfolios about the experience of novice teachers; and the extent to which discipline-specific material appears. It was found that compiling portfolios can support a self-critical and experimental approach to teaching and encourage reading and the use of pedagogic theory. The paper concludes that portfolios can be useful tools as long as they are embedded within well-thought-out programmes of training.
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Keywords: HIGHER EDUCATION TRAINING PROGRAMMES; MENTORS; PHILOSOPHIES OF TEACHING; TEACHING PORTFOLIOS

Document Type: Research Article

Publication date: 2000-03-01

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