Teachers’ experiences with a mandatory multi-purpose teaching portfolio: a mixed methods study

Abstract

ABSTRACTLittle is known about the use of multipurpose teaching portfolios. In this study we examined teachers’ general perceptions of a mandatory and publicly available multipurpose teaching portfolio at a research-intensive university with a survey design and a mixed-method approach. Responses from a representative sample of 384 teachers from the intended university population (N=1,160) on 20 survey items were analyzed quantitatively and qualitatively. The portfolio was found to only support its intended developmental purpose to a minor extent. The perceived value of the portfolio was influenced by how teaching was perceived to be valued by leadership in the context. The evidence from this study is relevant for academic developers advising institutional or governmental quality policy makers on the use of teaching portfolios.KEYWORDS: Educational developmenthigher educationmixed methodsteacher evaluationteaching portfolios Disclosure statementNo potential conflict of interest was reported by the author(s).Supplementary materialSupplemental data for this article can be accessed at https://doi.org/10.1080/1360144X.2023.2256305Additional informationFundingThe authors reported there is no funding associated with the work featured in this article.Notes on contributorsLotte Dyhrberg O’NeillLotte Dyhrberg O’Neill is an Associate Professor at the Centre for Teaching and Learning at the University of Southern Denmark with interests in assessment, evaluation, student selection, educational attainment, and educational development.Ane QvortrupAne Qvortrup is a Professor at the Department for the Study of Culture at the University of Southern Denmark with interests in general didactics, study environment, teaching quality, and evaluation.