In order to qualify for appointment as teacher, the applicant is required to demonstrate the following knowledge, skills, and approaches in relation to higher education pedagogy:
- an ability to plan, implement and evaluate teaching and an ability to supervise and examine students at every level of education
- an ability to vary teaching methods and examination formats in relation to anticipated study results and the nature of the subject
- experience of collaboration with the surrounding society in planning and implementation of education
- participation in the development of learning environments, teaching aids and study resources
- a reflective approach to student learning and one's own role as a teacher
Appointment procedures for teachers, point 3.2 Educational expertise.
What must a teaching portfolio contain
Below follows the general principles for what a teaching portfolio at Umeå University must contain (Rules for teaching portfolios).
a) Pedagogical points of departure and stances
A teaching portfolio must contain an account of your basic pedagogical outlook; your pedagogical points of departure and stances. You must also describe how your working context affects your teaching and how you relate to this. Refer to literature, links, appendices or a CV where appropriate. You are free to use the referencing style of your choice.
In the introduction to the personal reflection, the teacher accounts for his/her pedagogical points of departure and stances. Teachers must describe their basic pedagogical outlook and the objectives and frameworks that affect their work. An important prerequisite for conducting professional teaching activities is that the teacher has the relevant higher education teaching expertise and the will to keep developing. Where appropriate, refer to literature, appendices or a CV.
b) The teaching practice
The main part of the portfolio consists of concrete examples of teaching experience. The examples you choose should demonstrate how your basic pedagogical outlook is expressed and how you meet the criteria for pedagogic skill. For all examples, you must describe the activity, target group, pedagogical choices, results, lessons and reflections. The descriptions must be supported by references to appendices, literature, links or a CV where appropriate.
Please consider the criteria that apply for appointment as a teacher when you choose which practical experiences you want to highlight in your portfolio.
- Knowledge of student learning in higher education.
Highlight knowledge that has been particularly useful to you, describe how you have acquired this knowledge and how you have made use of it in your teaching practice. Where appropriate, refer to literature, appendices, a CV or personal reflection.
- The ability to plan, teach, examine and evaluate higher education and support individual and group learning.
Give concrete examples from courses you have participated in or planned, taught on, tested or evaluated. Describe an activity, the group of students, your pedagogical choices, the results and lessons. Where appropriate, refer to literature, appendices, a CV or personal reflection.
- Ability to take a reflective approach in terms of your own teaching role.
Refer to the description of your pedagogical points of departure and stances, or to appendices that contain reflections on the role of the teacher or regarding your pedagogical activities.
- Knowledge of society's objectives and regulations for activities within higher education.
Emphasise knowledge that has been particularly useful, describe how you have acquired this knowledge and how you have made use of it in your teaching practice. Where appropriate, refer to literature, appendices, a CV or personal reflection.
- Ability to capture, analyse and communicate your own and other people's experiences.
Describe concrete examples of occasions when you have documented or communicated your own or other people's teaching experiences. This may have taken place on occasions such as seminars, courses, conferences or at other such events. Where appropriate, refer to literature, appendices, a CV or personal reflection.
c) Evaluations and reviews
The teaching portfolio must contain certificates or evaluation data from, for example, the head of department, director of studies, co-workers, external reviewers and students (via, e.g., course or programme evaluations). Referees may be specified.
Examples of appendices to the teaching portfolio
The appendices included in the portfolio must be a select range of documents that relate to part a, b or c of the teaching portfolio or a CV. A list of appendices can contain the following headings:
- Reports or information produced as part of courses in teaching and learning in higher education
- Study guides or other instructions for students
- Examinations and evaluations
- Study resources
- Pedagogical awards
- Certificates of participation in courses and training programmes
- Compilations of course evaluations
- Recommendations from supervisors or colleagues