How we developed a role-based portfolio for teachers’ professional development

Abstract

Faculty development requires practical tools for supporting teachers’ professional development. In a modern medical education context, teachers need to adapt to various educational roles. This article describes how a role-based portfolio with a qualitative self-assessment scale was developed. It strives to encourage and support teachers’ growth in different educational roles. The portfolio was developed between 2009 and 2012 at the University of Helsinki in dialogue with teachers involved in faculty development. It is based on the role framework presented by Harden and Crosby. Today, it also involves the educational premises of constructive alignment, reflection and a scholarly approach to teaching. The role-based portfolio has led the teachers to discover new educational roles and set goals in their professional development.

Acknowledgements

I wish to express my gratitude to the members of our faculty development team, Juha Nieminen, Matti Aarnio, Asta Toivonen and Anne Vierros. I would also like to thank Riitta Möller and Charlotte Silén from the Karolinska Institute for their continuous support and constructive feedback during this project.

Declaration of interest: The author reports no conflicts of interest. The author alone is responsible for the content and writing of this article.