Chalmers' vision of pedagogical competence


Chalmers aims at world-class education.
"Chalmers' education is conducted in creative and inspiring learning environments by outstanding teachers and researchers with high levels of subject-related, professional and educational competence, in close contact with student support and the working world."
(from Chalmers' Priority Operational Development document 2015-2019)
Scholarship of teaching and learning
Chalmers' vision of pedagogical competence is based on an internationally accepted concept, the scholarship of teaching and learning. The term in Swedish is "akademiskt lärarskap"; see e.g. Trigwell Trigwell et al., Scholarship of Teaching: a model, Higher Education Research & Development, Vol. 19, No. 2, 2000).
 
The starting points for the scholarship of teaching and learning concept are:
  • to aim for continuous improvement of the conditions for students' learning
  • for the teacher to make his or her teaching and learning experiences available to colleagues in the subject area and in general, both locally and internationally; doing so facilitates development and assessable practice
  • for the teacher to develop a research approach to his or her teaching
Evaluation of pedagogical competence
Pedagogical competence is an important basis for assessment during recruitment and promotion at Chalmers. The pedagogical portfolio forms the basis for assessment and is reviewed by pedagogical experts. The pedagogical expert assessment can be looked upon as a peer review of the teacher's pedagogical qualifications in the same manner that research is assessed prior to publication.
 
Pedagogical portfolios (or e.g. teaching portfolios; there are several different names) are being used by an increasing number of higher education institutions in the world. They may vary in structure, but the main components often include the teacher's approach to student's learning and his or her ability to develop in the teaching role.
 
Development purposes
Not only does the pedagogical portfolio form the basis for assessment during recruitment and promotion, it is also a way to develop teaching and enable reflection on one's teaching.
"The overall aims of a pedagogical portfolio include elucidating a teacher's pedagogical competence and enabling pedagogical reflection."
(from Pedagogisk portfölj – för karriär och utveckling, Katarina Winka, Åsa Ryegård, Studentlitteratur 2013).
Instructions for preparing a pedagogical portfolio
In order to clarify the breadth and depth of your pedagogical competence, and to ensure that your qualifications can be correctly assessed, it is important that you compile your pedagogical portfolio in accordance with Chalmers’ instructions.
 
It is important that the pedagogical portfolio contains both qualitative and quantitative sections to ensure that your abilities in relation to reflection, didactic consideration and theoretical knowledge in pedagogy are demonstrated, as well as your approach to teaching, student's learning and ability to develop in your role. Consequently, it is important to describe how you have worked by providing current representative examples, why you have chosen to work that way and what the results have been. Please note that it can take a long time to compile a portfolio, so it is a good idea to produce the portfolio gradually over time. There is some good literature on how to write a pedagogical portfolio, see for example:
 
Edgerton, R., Hutchings, P., & Quinlan, K. (1991). The teaching portfolio: Capturing the scholarship in teaching. Washington, DC: American Association for Higher Education.
Seldin, P., Miller, J. E., & Seldin, C. A. (2010). The teaching portfolio: A practical guide to improved performance and promotion/tenure decisions. John Wiley & Sons.
Winka, K. & Ryegård, Å. (2013). Pedagogisk portfölj – för karriär och utveckling. Studentlitteratur.
 

Published: Sat 03 Jan 2015. Modified: Fri 10 Apr 2015