{"title":"博士生对网络教学档案的概念。真实性和表演性光谱的探索","authors":"H. Dorner, Joanna Renc-Roe","doi":"10.3217/ZFHE-11-05/02","DOIUrl":null,"url":null,"abstract":"This paper outlines findings from a research project on the reflective processes involved in the creation of online teaching portfolios by doctoral students of an international, graduate university in Europe. The study was conducted to identify conceptions of online teaching portfolios and to explore how these conceptions relate to notions of academic professionalism. Fifteen doctoral students who took part in an academic development programme were interviewed. The semi-structured interviews were analysed qualitatively using a grounded theory approach. Students were found to oscillate between performative and authentic repertoires of reflective work. Their conceptions were also found to reflect notions of academic professionalism, along a spectrum from instrumentalist-performative to reflective-authentic notions. 30.09.2016 | Helga Dorner & Joanna Renc-Roe","PeriodicalId":30058,"journal":{"name":"Zeitschrift fur Hochschulentwicklung","volume":"11 1","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2016-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Doctoral students' conceptions of online teaching portfolios. An exploration of the authenticity and performativity spectrum\",\"authors\":\"H. Dorner, Joanna Renc-Roe\",\"doi\":\"10.3217/ZFHE-11-05/02\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This paper outlines findings from a research project on the reflective processes involved in the creation of online teaching portfolios by doctoral students of an international, graduate university in Europe. The study was conducted to identify conceptions of online teaching portfolios and to explore how these conceptions relate to notions of academic professionalism. Fifteen doctoral students who took part in an academic development programme were interviewed. The semi-structured interviews were analysed qualitatively using a grounded theory approach. Students were found to oscillate between performative and authentic repertoires of reflective work. Their conceptions were also found to reflect notions of academic professionalism, along a spectrum from instrumentalist-performative to reflective-authentic notions. 30.09.2016 | Helga Dorner & Joanna Renc-Roe\",\"PeriodicalId\":30058,\"journal\":{\"name\":\"Zeitschrift fur Hochschulentwicklung\",\"volume\":\"11 1\",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2016-09-30\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Zeitschrift fur Hochschulentwicklung\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.3217/ZFHE-11-05/02\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Zeitschrift fur Hochschulentwicklung","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.3217/ZFHE-11-05/02","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Doctoral students' conceptions of online teaching portfolios. An exploration of the authenticity and performativity spectrum
This paper outlines findings from a research project on the reflective processes involved in the creation of online teaching portfolios by doctoral students of an international, graduate university in Europe. The study was conducted to identify conceptions of online teaching portfolios and to explore how these conceptions relate to notions of academic professionalism. Fifteen doctoral students who took part in an academic development programme were interviewed. The semi-structured interviews were analysed qualitatively using a grounded theory approach. Students were found to oscillate between performative and authentic repertoires of reflective work. Their conceptions were also found to reflect notions of academic professionalism, along a spectrum from instrumentalist-performative to reflective-authentic notions. 30.09.2016 | Helga Dorner & Joanna Renc-Roe
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