Positives discussed included:
The portfolio evidence is embedded in teaching practice
Collation of the portfolio promotes on-going reflection/review of teaching
The PTS aims to promote a culture of CPD related to teaching and learning
The PTS rewards and recognises teaching as a valuable activity
The portfolio approach moves away from the HEA model of a written application and references,
to an evidence-based model
Issues discussed included:
The possible tensions between research/teaching and how this impacts on academics view of
teaching
How to facilitate and develop a reflective mindset in academics
The higher education sector and institutional culture around CPD related to teaching and
learning
How to identify, evidence and record ‘effective’ teaching
The workshop also discussed challenges related to the implementation of the PTS.
These included:
The target-driven nature of implementation i.e., The Vice Chancellor set a target of 90% of
academic staff to be HEA recognised by June 2014. This conflicts with the developmental and
supportive model of the PTS.
The prevailing culture within the sector and within the university related to CPD and reflective
practice. This presents a challenge for evidencing and recording staff achievement in teaching
and for effective engagement in CPD.
The difficulty of recording and judging staff achievement in subjective terms such as
‘commitment’ and ‘successful’ – words used in the UKPSF descriptors for fellowship.
University of Bedfordshire approaches to these challenges were presented and discussed by the
workshop participants.
Now that the PTS is in the process of implementation, a number of steps have been taken to
address the challenges identified at the workshop.
A community of PTS Portfolio Reviewers is in development; this initially consists of Senior
Fellows at the university. Using the UKPSF as a guideline, standards of effective practice at
the university are being developed, shared and owned by the community. Examples of e ffective
practice from PTS portfolios are being disseminated, making more explicit what good teaching
and learning looks like at the university.
THE CENTRE FOR RECORDING ACHIEVEMENT 104 -108 WALLGATE, WIGAN, WN3 4AB |
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