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Teaching portfolios: an effective strategy for faculty development in occupational therapy
1Columbia College, South Carolina, USA.
Summary
Occupational therapy faculty can use teaching portfolios for continuous improvement and authentic assessment. This evidence-based tool fosters reflective practice and documents teaching accomplishments for enhanced student learning outcomes.
Area of Science:
- Occupational Therapy Education
- Faculty Development
- Pedagogy
Background:
- Occupational therapy practitioners transitioning to faculty roles face challenges in establishing formative assessment and continuous improvement processes.
- Existing methods may not adequately address the unique needs of assessing teaching and learning within occupational therapy.
Purpose of the Study:
- To explore the utility of the teaching portfolio as a tool for faculty development in occupational therapy.
- To examine how teaching portfolios can facilitate reflective practice and provide authentic assessment of teaching and learning.
Main Methods:
- The study focuses on the concept and application of the teaching portfolio.
- It emphasizes the collaborative process between faculty and mentors.
- The portfolio serves as an evidence-based document of teaching accomplishments and efforts.
Main Results:
- Teaching portfolios foster reflective practice and create a record of teaching evidence.
- They enable faculty to analyze teaching, leading to improvements in instruction and student learning.
- The process supports meaningful collaboration in evaluation systems.
Conclusions:
- The teaching portfolio is a powerful tool for occupational therapy faculty development.
- It promotes evidence-based reflection and authentic assessment of teaching and learning.
- This approach can lead to demonstrated positive outcomes in student learning.