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Webinar: Professional Identity & Capability

Professional portfolios: Exploring portfolio thinking in teacher education

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An expert webinar on Portfolio Thinking in Teacher Education

Webinar Details

The ‘Learning Journey’ is a lovely term to describe the metamorphosis that our pre-service teachers undergo as they transform from being a student to becoming a teacher. There are obvious and powerful alignments between this portfolio approach to teaching and learning, and teacher education.

It is important, however, that we ensure that this process is not incidental and is captured through purposeful and systematic collection and reflection. This deliberate practice, sometimes referred to as ‘portfolio thinking’, enables the pre-service teacher to recognise, value and celebrate his or her growth along their own learning journey.

Highlights

Incorporating authentic examples of practice and facilitated discussion, the purpose of this webinar is to explore the use of portfolios and portfolio thinking in Teacher Education. Invited presenters from four universities will showcase examples that:

  • Use portfolio tasks to capture learning experiences and showcase new understanding.
  • Scaffold learners to build professional skills such as teacher voice, writing, reflection, planning etc.
  • Map professional standards across the course and make this process explicit for students through intentional activity.
  • Ensure that placement is optimised through before-during-after record keeping and reflection.
  • Reflect on simulated teaching experiences to enhance teaching and classroom management skills.

The webinar will also facilitate discussion about some of the issues, challenges and benefits of engaging with portfolio thinking in teacher education.

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Speakers

Jennifer Munday

Associate Professor
Charles Sturt University

Mary Ann Hunter

Associate Professor Education
University of Tasmania

Dr. Veronica Gardiner

Associate Dean (Teaching and Learning)
Murdoch University

Kym Barbary

Lecturer, Educational Studies (TF)
La Trobe University

RESOURCE: CONFERENCE BOOK

Supporting the Ambitions of Higher Education

A collection of case studies from PebbleBash 2024

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Curriculum Transformation at the University of Edinburgh: co-creation and the relationship between local innovation and institutional change

Talk description: I will use the themes of reflection and experiential learning, skills development and assessment (including programme level assessment and changes in assessment practice) to explore this process in more detail. This includes the link between disciplinary and institutional curriculum reform, learning from local innovations and changes, and using this to inform University level changes and support.

Bio: My current position is leading the University wide Curriculum Transformation Project. This is a major and long term initiative for the University considering all areas of the University’s undergraduate and taught postgraduate curriculum. Prior to this Jon set up and led the Institute for Academic Development (IAD) at the University of Edinburgh. The IAD provides University level support for teaching, learning and researcher development, including direct support for students and staff, and support for enhancement and innovation in curriculum development, the student and researcher experience. Jon has a PhD in petroleum geology.

Mission Possible: The DNA of a bespoke professional development program

Talk description: The diversity of students in higher education dictates that there cannot (and should not) be a single ‘silver bullet’ approach to address the complex challenge of career readiness learning. However, the reality of modern university structures is that delivering bespoke experiences for each student is a challenge in and of itself.  And yet, all things are possible with creative use of PebblePad to streamline delivery (for the university) and make it highly personalised (for the student). 

Bio: Gayle Brent is a Learning and Teaching Consultant (Employability) at Griffith University, Queensland, Australia. Gaye’s specialist area of interest is developing and implementing strategies to enhance staff and student understanding of employability in both curricular and extra-curricular contexts. She completed a Master of Education and Professional Studies Research to explore the potential barriers and challenges to embedding employability-based learning in higher education curriculum and is currently completing a Doctor of Philosophy exploring the impact of an extra-curricular employability program on the individual student experience.

Dr Melissa Highton. Assistant Principal, University of Edinburgh

Talk description: A journey through the stories told by wicca data. How a neglected research data set was used by students to overturn historic injustice and shed new light on the lives of women in Scotland.

Bio: Melissa has worked for many years in higher education at some of the UK’s finest and most ancient institutions. In each place she enjoys discovering the hidden histories and less heard voices which can be surfaced in new ways using the most up to date and open technologies. She is a champion of playful and curious approaches to engagement with audiences on campus and online, and is an invited speaker at events about dangerous women.

Education is an Experience That Should Be Designed

Talk description: We have any number of problems and opportunities as universities, and universities must adapt to help students from diverse backgrounds develop the knowledge and skills they need to thrive and make a positive impact in the world. Key to those adaptations is understanding that we provide students with an experience. We ought to design them with intention and purpose. This talk with take up this argument and ground it within a large educational transformation project at the University of Leeds.

Bio: Jeff Grabill is Deputy Vice Chancellor for Student Education at the University of Leeds. Prior to joining the University of Leeds, Grabill was at Michigan State University (MSU) in the United States for nearly 20 years. He served Michigan State University as the Associate Provost for Teaching, Learning, and Technology. In that role, he was responsible for facilitating innovation in learning and educator professional development via his role as Director of the Hub for Innovation in Learning and Technology. Grabill’s research focuses on how digital writing is associated with citizenship and learning. That work has been located in community contexts, in museums, and in classrooms at both the K-12 and university levels. Grabill is also a co-founder of Drawbridge, an educational technology company.

Disclaimers

The event agenda is correct at the time of publishing. As with all events, we may need to alter or modify aspects of the agenda.

While we take every precaution to ensure the safety and security of our events, Pebble Learning Ltd recommends you review insurance policies to ensure adequate coverage, especially in the realm of business travel.

We will be recording (audio/video) the presentations during the event. A conference photographer will also be capturing moments for our highlights reel. The video and photography will be used to share insights and market PebbleBash to the wider HE community. We do not give automatic refunds, please see the cancellation policy in the FAQs.

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