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Evaluation of the educator's portfolio as a tool for self-reflection: Faculty perceptions
Saee Deshpande1, Suresh Chari2, Usha Radke3
1Department of Prosthodontics, VSPM Dental College, Nagpur, Maharashtra, India.
Education for Health (Abingdon, England)
|November 21, 2019
Summary
The Educator's Portfolio (EP) effectively stimulates faculty reflection on educational practices. This process aids in faculty development and self-regulation, enhancing teaching expertise.
Area of Science:
- Medical Education
- Faculty Development
- Educational Psychology
Background:
- Teaching portfolios document educational expertise for promotion and faculty development.
- The Educator's Portfolio (EP) is a tool designed to stimulate faculty reflection on educational practice.
Purpose of the Study:
- To evaluate the effectiveness of the Educator's Portfolio (EP) in promoting faculty reflection on their educational practices.
- To identify the ways in which the EP development process influences faculty's self-assessment and professional growth.
Main Methods:
- A sensitizing session was conducted for 30 faculty members from medical, dental, and physiotherapy colleges.
- 25 faculty members completed and submitted their EPs.
- Semi-structured interviews were conducted with the 25 faculty members who prepared EPs, followed by qualitative content analysis.
Main Results:
- All 25 participating faculty members reported engaging in reflection about their education.
- Four key categories of reflection emerged: understanding work categorization, evidencing educational effectiveness, reformulating practice, and motivation/self-regulation.
- The EP development process was identified as a significant factor in stimulating these reflections.
Conclusions:
- The preparation of an Educator's Portfolio serves as a valuable tool for reflection on educational practice.
- The EP process demonstrably promotes faculty development through enhanced self-awareness and practice refinement.
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