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Portfolio People: Teaching and Learning Dossiers and Innovation in Higher Education

Wright, W. A. and Knight, P. T. and Pomerleau, N. (1999) Portfolio People: Teaching and Learning Dossiers and Innovation in Higher Education. Innovative Higher Education, 24 (2). pp. 89-102. ISSN 0742-5627

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Abstract

As teaching portfolios have become more commonplace in higher education, interest has grown in student portfolios. Both innovations embody the same core process—reflection—and both have similar potential benefits and similar drawbacks. This paper commends portfolios as innovative in themselves and as a response to the new mandates that are confronting higher education. Accounts of the potential of and problems with portfolios are summarized, and attention is then given to key issues in successfully introducing them. The underlying position is that students can best gain from their years of study when the systemic reflection that is characteristic of portfolios engages them (through learning portfolios) and their teachers (through teaching portfolios). Embedding such thinking in practice is, itself, a powerful and innovative approach to re-framing the curriculum.

Item Type: Article
Journal or Publication Title: Innovative Higher Education
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
Departments: Faculty of Arts & Social Sciences > Educational Research
ID Code: 20890
Deposited By: Ms Margaret Calder
Deposited On: 02 Dec 2008 15:21
Refereed?: No
Published?: Published
Last Modified: 26 Jul 2012 15:41
Identification Number:
URI: http://eprints.lancs.ac.uk/id/eprint/20890

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