Valoriser la mission de formation à l'université par les dossiers d'enseignement
(2011)
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- Authors
- Supervisors
- Frenay, Mariane
- Abstract
- (en) The teaching dossier or portfolio has been established in many institutions in the policy evaluation and enhancement of the quality of training. While these teaching dossiers are spreading to recognize faculty’s commitment to teaching, little research is conducted to study its implementation and institutional effects. At UCL, such a portfolio - titled “dossier de valorisation pédagogique” (DVP) - was established in 2000. This teaching dossier is therefore here chosen as one of the strategies of educational development which universities have to develop and assess the quality of training they offer. The purpose of this research is to examine the impact of this policy decision related to the promotion of education on perceptions and practices of teachers in the UCL. This question is investigated with, three levels of exploration: institutional policies and procedures for evaluation and promotion of education ; perceptions of the actors, both teachers and evaluators ; effective practice by teachers in the preparation of dossiers and by members of committees responsible for evaluation. Six empirical studies contribute to this case study and highlight the institutional implementation of such a measure. Although perceived positively, it requires vigilance and institutional follow-up for the assessment of these portfolios impacting careers. Ultimately, implications on actions and avenues of research are proposed to contribute significantly to the promotion and recognition of the education mission at the university.
- Affiliations
Citations
Wouters, P. (2011). Valoriser la mission de formation à l’université par les dossiers d’enseignement. https://hdl.handle.net/2078.5/38939