I’m concerned about dealing with students of different abilities in my programme, what alternative teaching & learning approaches should be considered to help address this? For my programme, how do I balance the challenges of managing changing resources; maintaining standards and the delivery of a high quality learning in the discipline, along with UCD’s new objectives for developing creative and innovative graduates?
Starting from the key disciplinary learning outcomes for your discipline, critically evaluate what core disciplinary knowledge, skills and understanding students require to be successful creative and innovative graduates?
Below are brief quotes from various authors and resources on portfolios, to help us understand their multiple perspectives and purposes.
With Portfolio in Hand presents instead the evolution of a different concept of the teaching portfolio as the warrant of a new kind of professional teacher.The authors argue for its utility, pointing to existing evidence such as the case studies. They contend that a reflective portfolio process can provide a highly accessible structure that sca3olds practitioner inquiries, makes public the knowledge of practice, and opens it to debate to advance a new scholarship of teacher education. (2004) The Reflective Portfolio in Self-Study: Inquiring Into and Representing A Knowledge of Practice. Validity of the knowledge of practice uncoffered through portfolio inquiry is discussed as determined by a method called validation. (eds) International Handbook of Self-Study of Teaching and Teacher Education Practices.Although a portfolio process is widely used in teacher education, to date few systematic studies of it have been carried out. Springer International Handbooks of Education, vol 12.