A systematic review protocol on the use of teaching portfolios for educators in further and higher education
Article first published online: 17 NOV 2009
© 2009 The Authors. Journal compilation © 2009 Blackwell Publishing Ltd
Journal of Advanced Nursing
Volume 65, Issue 12, pages 2500–2507, December 2009
How to Cite
McColgan, K. and Blackwood, B. (2009), A systematic review protocol on the use of teaching portfolios for educators in further and higher education. Journal of Advanced Nursing, 65: 2500–2507. doi: 10.1111/j.1365-2648.2009.05189.x
- Issue published online: 17 NOV 2009
- Article first published online: 17 NOV 2009
- Accepted for publication 18 September 2009
- further education;
- higher education;
- systematic review protocol;
Title. A systematic review protocol on the use of teaching portfolios for educators in further and higher education.
Aim. This paper is a review protocol that will be used to identify, critically appraise and synthesize the best current evidence relating to the use of teaching portfolios for educators in further and higher education.
Background. While portfolio use as a means to assist students in further and higher education has undergone extensive research and review, their use as a tool to assist educators has yet to receive systematic attention. Reviews conducted on studies related to portfolio use and undergraduate students have suggested that a teaching portfolio may have a benefit for educators in higher education as a means to provide relevancy and focus to their teaching.
Design. The objectives of the review are to evaluate how a teaching portfolio assists educators in teaching and learning; to evaluate the effects of maintaining a teaching portfolio for educators in relation to personal development; to explore the type of portfolio used; to determine whether a teaching portfolio is perceived more beneficial for various grades and professional types; and to determine any motivating factors or workplace incentives behind its implementation and completion. A search of the following databases will be made: MEDLINE, CINAHL, BREI, ERIC and AUEI. The review will follow the Joanna Briggs Institute guidance for systematic reviews of quantitative and qualitative research.
Conclusion. The review will offer clarity and direction on the use of teaching portfolios for educators, policymakers, supervisory managers and researchers involved in further and higher education.