The Impact of Context on Readings of Teaching Portfolios

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Conrad, Linda
Bowie, Carol
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Brew, A.

McAlpine, L.

Sharpe, R.

Date
2006
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Abstract

This study explored the experiences of readers of portfolios created in either formative or summative micro-contexts. Interviews were conducted with three readers in the formative context (mentors on a graduate certificate in higher education programme), and three readers in the summative context (senior staff committee members reading portfolios created for promotion or confirmation). As expected, thematic analysis of the interview transcripts showed discernible differences in the ways developmental and summative portfolios were read. However, the parallels in the issues raised suggested the strong influence of the macro-context-an institution with a policy providing for the summative use of teaching portfolios-on the way portfolios in both micro-contexts are read. Cette 鴵de explore les exp鲩ences de lecteurs de portfolios produits dans des micro-contextes soit formatifs, soit certificatifs. Des entretiens ont 鴩 effectu鳠aupr賠de trois lecteurs dans un contexte formatif (tous mentors dans le cadre d'un programme de certificat postgradu頥n enseignement sup鲩eur) et de trois lecteurs dans un contexte certificatif (tous membres seniors de comit鳠de personnel 鶡luant les portfolios cr驳 en vue d'une promotion ou d'une confirmation). Tel qu'envisag鬠une analyse th魡tique de la transcription des entretiens tend ࠤ魯ntrer des diff鲥nces perceptibles dans la fa篮 selon laquelle les portfolios visant le d鶥loppement et les portfolios visant la certification ont 鴩 lus. Toutefois, les probl譥s relev鳠parall謥ment laissent croire ࠵ne influence consid鲡ble du macro-contexte-une institution dont les politiques favorisent l'usage certificatif des portfolios-sur la fa篮 selon laquelle les portfolios sont lus dans leur micro-contexte.

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International Journal for Academic Development

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11

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1

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Education Systems

Specialist Studies in Education

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