Becoming a university teacher: evidence from teaching portfolios (how academics learn to teach)

Abstract

At a time of growing interest in suitable forms of education and training for university teachers, the article intends to explore the proposition that teaching portfolios can provide evidence of how novice university teachers think and practise. It is argued that the context in which teaching portfolios are produced is critical. In this case, the context is a programme for new teachers at the University of Keele, United Kingdom, which encourages a critical and reflective approach to learning to teach. Eight teaching portfolios of new teachers from the same discipline were analysed by two researchers for evidence of type of conceptions of teaching and of reflective practice. It was found that, contrary to the characteristics of new teachers outlined in a range of literature, these novice teachers held student-focused conceptions of teaching and made efforts to operationalise them in teaching practices. The new teachers were self-critical, and reviewed and modified their teaching; some reported changed conceptions of teaching. However, only a few consistently used and integrated theory about teaching into discussions about their practice. The article concludes by arguing that programmes of education and training for university teachers could be used as a resource to understand how they develop professional identities as teachers.