myportfolio in ku leuven language teacher education programme · 2/20/2018 · • myportfolio as...
TRANSCRIPT
MyPortfolio in KU Leuven
Language Teacher
Education Programme
Lies Sercu
Kristof Demeyere, Gino Bombeke,
Peter Vandamme
KU Leuven Toledo development team
Overview
• Context: Language teacher education programme
• History: paper portfolio
• Toward EP: 4 years of developmental work
• MyPortfolio as is
• Advantages and remaining concerns
• Time for questions
CONTEXT
Language Teacher Education programme
• For master students who are familiar with KU Leuven
digital facilities and can work autonomously
• 2 main parts
– 30 ECTS theoretical courses + introduction into teaching
practice
– 30 ECTS school-based practice
• seminar digital competencies
• teaching practice for 2 languages = school internship
• diversity practice
• Teaching staff
– Theoretical part: KU Leuven staff (professors, lecturers, partime
contracted in-service teachers)
– Practical part: KU Leuven staff, contracted in-service teachers,
school mentors
Assessment and evaluation
• Assessment and evaluation of 30 ECTS theory:
– Exams and/or papers and/or permanent evaluation
• Assessment and evaluation of 30 ECTS teaching
practice
– Digital competencies: tasks and permanent evaluation in digital
course environment, as part of EP
– Teaching practice: EP
– Diversity practice: EP
• Assessors and evaluators
– Theoretical part: KU Leuven staff, lecturers, contracted in-
service teachers
– Practical part: KU Leuven staff, lecturers, contracted in-service
teachers: 4 school visits + assessment and evaluation of EP
– + school mentors as assessors
– + students’ self-assessment
10 teacher competencies for
assessment and evaluation
• Responsibility domains ~ learner, school, educational
community, society
– Teacher as a supporter and monitor of learning and
developmental processes
– The teacher as an educator
– The teacher as a subject matter specialist
– The teacher as a designer and organiser of learning
environments
– The teacher as an innovator and action researcher
– The teacher as a partner of parents and other educators
– The teacher as a member of a school team
– The teacher as a partner of external parties
– The teacher as a member of the wider community of educators
– The teacher as a culture participant
10 attitudes for assessment and
evaluation
• Decisiveness
• Relational orientation
• Critical reflection
• Eagerness to learn
• Sense of organisation
• Sense of collaboration
• Sense of responsibility
• Creative orientation
• Flexibility
• Orientation towards a correct and appropriate use of
language and communication
HISTORY: PAPER PORTFOLIO
Paper portfolio
• Students and mentors
– One task after the other - overview?
– Teacher competencies not used as guiding tool – goal-
directedness?
– Old school paper work, photocopies, etc. with important time
lapse between handing in of lesson preparation and mentor
feedback received
– “Administrative” “duties”: rubrics to be completed by students
and mentors
– Reflective documents completed long after actual teaching +
repetitive in content
Paper portfolio
• KU Leuven assessors
– No access to portfolio until late in teaching practice
– Little communication between student, mentor, KU Leuven
evaluator/assessor
– Little sense of permanent support given to trainees
– Teacher competences & attitudes only used to evaluate
practice and portfolio at the end
TOWARD AN EP
Fears and concerns
• All members of staff have to join in, not only the early
adopters
• Digital competences of mentors?
• Scan teaching materials?
• Bugs in the system, internet connections, e-facilities in
schools, …
• Reading on screen is more tiring
• Part-time in-service teacher contracts and student
expectations of instant feedback and support
• Maintenance of the system (yearly clean-up;
assignment of logins, …): who?
• What if teacher education programme changes?
Team and timing
• Development team
– experts in teacher education+ ICT experts + experts in
blackboard/Toledo
– shared ownership
• 5% lecturer
• 4-year development process with smaller and lager
updates, improvements suggested by students,
mentors, KU Leuven assessors
Toward MyPortfolio
• Paper ban? Maintain paper brochure? Maintain Toledo
course next to MyPortfolio?
• Reformulation of tasks: more open-ended formulation
• Instructions for users
• Instructions for specific tasks need to be very explicit
• Calendar with timing of tasks, self-assessment,
feedback, etc.
• Deadlines set or not?
• Who grades when, what and how?
• How to involve school mentors in permanent
assessment?
• Technical improvements
MYPORTFOLIO AS IS
MyPortfolio integrated in Toledo
Student homepage
Task and workflow description
Boxes and attachments
Teacher competencies and attitudes for student self-
assessment, mentor assessment and KU Leuven
assessment and evaluation
ADVANTAGES AND REMAINING
CONCERNS
Advantages
• Student self-leadership, self-management is supported
by MP
• Student understanding of use of portfolio in own future
teaching deepened
• Better sense of direction with more thorough attainment
of teacher competencies and attitudes
• Truly permanent support and assessment
• Richer, more goal-directed feedback and self-reflection
• Improved involvement of school mentors in student
assessment
• Administrative clarity, overview
Concerns
• Oral feedback often more elaborate than is visible in
system; preference for oral feedback over written
feedback
• School digital facilities in classrooms – internet
connection?
• Not ever mentor participates
• School mentors can read KU Leuven assessor
comments and sometimes feel there is too large a cleft
between teaching reality and “theoretical”
recommendations
Thank you for your attention.
Questions?