Enhancing the Use of a Teaching Portfolio in Higher Education as a Critically Reflexive Practice

Abstract

Teaching portfolios in higher education are used for the purpose of reflecting on the lecturer’s practice to improve student learning. Significant to academic development is the need to encourage staff to engage in scholarly writing about their teaching and student learning as a critically reflexive practice through the development of teaching portfolios. It was noted through the implementation of an academic development programme at a university of technology across faculties that not many lecturers were in possession of teaching portfolios and for the few who were, their main reason for developing them was for promotion or to participate in teaching awards. This paper is about exploring the use of teaching portfolios for critically reflecting on one’s teaching to enhance student learning, underpinned by Schon’s reflection on- and in- action principle. The study used qualitative interpretive research design to determine the awareness of university teachers on the purpose and importance of teaching portfolios. It was found that 19 participants were aware of the reflective purpose of the portfolios while 11 compiled them out of compliance. This outcome implies that more lecturers need to be engaged in developing critically reflexive teaching portfolios for enhanced teaching and student learning, as well as for increased participation in the scholarship of teaching and learning.