Preparing a teaching portfolio : supporting professionalism in mathematics teaching in HE

Abstract

Many of the staff of UK mathematics departments now wish for one reason or another to produce a 'teaching portfolio'-a body of evidence related to their experience and expertise in teaching, and a reflective commentary on that evidence. The preparation and updating of such portfolios can allow individual lecturers to document and plan their professional development; to provide reasoned cases for appointment or promotion; or to gain and retain membership of professional bodies and institutes. In many cases, however, a portfolio will not merely serve the author themselves, but will also lead to developments in the support that is offered to learners. In this paper we set out some of the characteristics of these different sorts of portfolio, and outline a process by which they might be prepared and enhanced, illustrating some of the steps of the process by means of examples. We further suggest some resources for those engaged in preparing a portfolio. We are convinced of the value of developing a culture of 'reflective practice' in HE mathematics teaching, and believe that keeping current a personal portfolio can be helpful in achieving this. We have doubts, however, whether the external imposition of this task on younger staff without sufficient support and resources is likely to be useful. Many staff presently engaged in portfolio construction are doing so as a means of becoming members of the ILT; we take no view of the desirability or otherwise of such membership - but hope that our paper will be of use to colleagues who are so engaged.