Development of the Teaching Portfolio in Nursing Education

Development of the Teaching Portfolio in Nursing Education 1 Min Sun Chu, 2 Eun Hyung Cho, 3 Yoon Young Hwang 1, First Author Associated Professor, Seoul Women s College of Nursing, Seoul 120-742, Republic of Korea, E-mail:secretchu@hanmail.net 2 Assistant Professor, Seoul Women s College of Nursing, Seoul 120-742, Republic of Korea, E-mail: ehyung@empal.com *3,Corresponding Author Associated Professor, Seoul Women s College of Nursing, Seoul 120-742, Republic of Korea, E-mail:hyy2115@hanmail.net Abstract The purpose of this study was to develop teaching portfolio for improving nursing courses. The type of teaching portfolio suggested in this study based on the development procedure of teaching portfolio model and dimensions, five procedural stages of the nursing course teaching portfolio were carried out: Planning, Selection, Reflection, Feedback, and Compiling. The teaching portfolio was developed for the course entitled Medical-Surgical Nursing. In the planning stage, the course overview and the professor's teaching philosophy and syllabus were prepared. In the selection stage, course materials, midterm/final exams, quizzes, and scenario were used, and student assignment and concept mapping were conducted. In the reflection stage, assessment of learning outcomes, student self-assessments were conducted and course quality improvement sheets were composed. Discussion on medical surgical nursing course with colleagues took place during the feedback stage. Finally in the compiling stage, the collected materials were organized. The teaching portfolio considered as a valuable tool for nursing educators to use in managing their courses within a systematic and integrated teaching framework as well as with student's achieving learning outcomes. More varied research on practical development and implementations of teaching portfolios in many types of nursing courses is suggested. 1. Introduction Keywords: Nursing, Education, Teaching The current trend in nursing education is characterized by attempts to enrich course quality through a focus on learning outcomes and so on [1]. Such increasing attention to the quality of courses has caused the issue of the lack of the explicit evidence on the effectiveness of teaching [2]. The effectiveness of courses has mostly been measured through student course evaluations. However, it has been pointed out that such evaluations have not sufficiently provided valuable information that could lead to the improvement of courses [3], [4]. In this regard, a variety of teaching methods have been sought to improve the quality of course, teaching portfolio has emerged as one of the most promising [5], [6]. Teaching portfolios were first used in the United States in the 1980s, and it was found that through the utilization of teaching portfolios, educators could seek master teacher recognition [7]. The term teaching portfolio indicates an activity plan and a well-organized collection of course materials, the ultimate aim of which is to enhance the quality of courses through self-reflection [8]. The use of teaching portfolios encourages educators to think more deeply both about their teaching and about the content of their course, and to raise their consciousness regarding teaching and the assumptions that guide their practice [9]. A variety of teaching strategies such as teaching portfolios have therefore become necessary to improve nursing education with the current emphasis on high educational standards [10], [11]. The maintenance of high standards in nursing education requires nursing educators to develop a critical approach to their teaching [11]. It also requests nursing educators to reflect upon their own teaching styles and to analyze and challenge the structures that constrain the development of teaching styles that facilitates the use of appropriate teaching pedagogical techniques [12]. The use of teaching portfolios stimulates this critical reflection, and allows for public display of teaching endeavors, and permits scrutiny, thus facilitating the development of excellence in teaching [12]. Furthermore, portfolios can Journal of Convergence Information Technology (JCIT) Volume 10, Number 1, January 2015 80

be used as a demonstration of accomplishment to supplement other types of professional documentation, offering concrete and perspicuous evidence to evaluators who make decisions about employment and promotion [3]. Teaching portfolios have been neither standardized nor unified, tending rather to differ according to the preferences and intentions of individual educators, so a need has arisen for diverse and creative teaching portfolios to be prepared [3], [13], [14]. It has also been reported that the Accreditation Board for Engineering Education of Korea recommends the use of teaching portfolios as an efficient solution to obtain learning outcomes [14], and the Korean Accreditation Board of Nursing Education has followed this trend. In this context, it is expected that the use of teaching portfolios in nursing education will be highly recommended as an effective teaching strategy for the improvement of nursing education as well as the acceleration of self-development or self-assessment of nursing educators[3], [15]. However, to date there have been relatively few attempts to apply the use of teaching portfolios to nursing courses. In addition to this, few domestic studies on the development of teaching portfolios in nursing education have been conducted; while much research on teaching portfolios has been done abroad, and their use has been widely implemented outside Korea [10], [12], [15-17]. Teaching portfolio has considered as a useful strategy to improve educational level as well as to make educator's individual development or evaluation so it can make better use of nursing education [5], [12], [18]. The purpose of this paper is to develop teaching portfolio and to present an exemplary case of teaching portfolio for nursing courses. The process of developing a teaching portfolio in one nursing course setting presented, so that other nursing professors are enlightened to both the process and potential benefits of teaching portfolios. 2. Structure of the Teaching Portfolio The items in a teaching portfolio may be diverse and depend to a large degree on the particular objectives of the portfolio [17], so many researchers have proposed a variety of teaching portfolio items [5], [19-20]. Two nursing professors and one English professor filtered the teaching portfolio items for the study through sufficient discussion. The selected items were classified according to four dimensions suggested by Seldin [20]: materials from the teachers, materials from others, products of student learning, and other items. The resulting items used for this study are described in detail as follows. First, as "materials from the teacher" should include the teacher's self-reflection statement and course information, this study presents a statement of teaching responsibilities, a personal teaching philosophy, a course syllabus, course materials, and sample instructional materials used in the classroom. Second, "materials from others" should include student evaluation or colleague reviews from co-professors. In this study, the latter option was selected. Third, "products of student learning" should include evidence for the effectiveness of course, so this study presents sample student papers, student presentations on course-related work, and student statements on learning achieved in the course. Finally, "other items" must provide sources relating to the scope and quality of teaching, which this study presents in the form of self-evaluations of teaching performance. The stage of teaching portfolio suggested in this study, chosen to enrich the quality of nursing courses, was implemented based on the development procedure of Cho [8] s, teaching portfolio model, which was in turn based on a model from Seldin [2] s, and this application was to enrich the quality of nursing course <Table 1>. 81

Table 1. Teaching portfolio development stage, items and outcomes Stage Items Outcomes 1 Planning 2 Selection 3 Reflection Statement of teaching responsibilities Personal teaching philosophy Course syllabus Course materials Sample instructional materials used in the classroom Sample student papers Student presentations on courserelated work Statements by students of learning achieved in the course Self-evaluation of teaching Course overview Professor's teaching philosophy Syllabus Course materials Midterm/final exams & answer sheet Quizzes Scenario Student assignment Concept mapping Assessment of learning outcomes - Results from midterm/final exams Student self-assessments - Confidence levels in nursing practice - Achievement of learning objectives Course quality improvement sheets - Course satisfaction - Student feedback 4 Feedback Colleagues review for a syllabus Discussion on medical-surgical nursing course 5 Compiling In the Planning stage, the course overview and the professor's teaching philosophy were prepared in accordance with the objectives of the teaching portfolio. The aim of the teaching portfolio in this study was to set up a summative purpose and to develop effective teaching strategies contributing to learning outcomes. The purpose of the Selection stage was to keep a record of all course materials and activities. In the Reflection stage, the professor analyzed the self-assessment and learning outcomes of the students and engaged in self-reflection while submitting course quality improvement sheets. Next, the overall content and structure of the teaching portfolio were reviewed according to comments from colleagues during the Feedback stage. Finally, in the Compiling stage, the collected materials were bound in a certain format. 3. Teaching Portfolio Development The procedure of the teaching portfolio development in the study is described in detail as follows. First, the professor prepared a course overview, professor's a teaching philosophy, and a syllabus, all of which were posted on the school online archives at the beginning of the course. The course materials were uploaded onto the school online archives before each lesson in order to allow the participants to access and use the materials. In the 1st, 8th, and 14th weeks of the course, all of the participants 82

completed pre, intermediate, and final questionnaires, respectively, confirming their feedback on the course, their achievement in the course, and their levels of satisfaction. The intermediate questionnaire gave the participants an opportunity to provide feedback on how the course could be improved, and these comments were accordingly reflected in the lessons conducted from right after the 9th week until the end of the study. The participants' satisfaction levels for the remainder of the course from the 9th week on were also surveyed. During the 8th week, the participants were provided with a scenario based on a clinical situation, and they were asked to work out proper solutions for the perceived nursing problems via group discussion. After the group discussion, the participants were asked to do a concept mapping of the results and to give a presentation about their findings. The guidelines for the student assignment were subsequently explained to the participants. In each lesson of the 3rd, 5th, 6th, 11th, and 12th weeks, the materials for quizzes were handed out to the participants and the professor explained the quiz questions. In each lesson of the 8th and 14th weeks, the students were asked to conduct self-assessments regarding their confidence levels in the nursing practices that they had learned up to that point. In the 9th and 15th weeks, the learning outcomes for the course were assessed via midterm and final examinations which consisted of multiple choice and essay questions. 3.1. Course overview The course overview presented a brief introduction to the course, and included information on the course title, targeted grade level, number of credits, major and department, and compulsory or elective status. The course used for this study was entitled "Medical-Surgical Nursing I" and targeted sophomores in the Nursing Department. At the time of the study the course was compulsory for the major and was worth 2 credits. The course lasted for a period of 15 weeks from March to June 2013. 3.2. Professor's teaching philosophy The objectives and outcomes that the professor pursued were stated in the professor's educational philosophy for the course, translated in full as follows: Teaching is done in pursuit of the students' needs, and includes the proper solutions and the guidelines for those needs. Nursing education, in this context, is meant to encourage and support the students in the acquisition of the knowledge, skills and attitude required of nurses. 3.3. Syllabus The syllabus includes information about the lesson plans designed for the 15 week course, outlining specific details related to learning objectives, strategies for evaluation, teaching methods, student assignments, grading, required textbooks and references, and weekly plans, teaching methods, and learning activities. 3.4. Course materials Course materials were classified according to topic and prepared using word processor. Materials were made using a variety of media such as video clips and pictures which were useful for enhancing the understanding of the participants. The diverse list of topics included nursing management for upper respiratory problems, lower respiratory problems, obstructive pulmonary diseases, restrictive pulmonary diseases, pleural diseases and respiratory failure, and health associated infection. 3.5. Midterm/final exams & answer sheets Midterm and final examinations were conducted to evaluate learning outcomes. The exams consisted of multiple choice questions and essay questions. The multiple choice questions were set in the K or A types, and answer sheets were collected and organized. For the essay questions a clinical situation was presented and the participants were asked to describe the proper nursing intervention as well as reasonable grounds for the case. A rubric was used to evaluate the answers to the essay questions, and the answer sheets were collected and organized. 83

3.6. Quizzes Quiz materials were prepared, with the topics of the quizzes covering the upper respiratory system, ABGA reading, bronchiectasis, pulmonary abscess, and pulmonary edema. The participants were asked to answer the quiz questions prior to each lesson and the answers were then given during the lecture itself. 3.7. Scenario The case scenario provided to the participants, which describes a patient with respiratory problems <Figure 1>. Given the case scenario, the participants took part in a group discussion to decide upon the proper solution for the clinical case. The process used to identify the nursing problems relevant to the case reported by the group after concept mapping was performed. These problems, as well as the solution decided upon by the group, were subsequently reported and submitted as an assignment. * Read the following scenario and specify your own approach to the problem. You are a nurse working in the medical ward and are now on evening duty. At 7 pm, a patient named Kang Ho (M/52) was admitted to the ER. He was inhaling oxygen (O2)) at 1L/min through the nasal cannula while seated in a wheelchair. Whenever he coughed, he put his hand on the right side of his chest and frowned. He was wheezing and his lips were blackish red. <Problem approach> 1. Identify the nursing information crucial to the situation as well as the reason for each piece of information. 2. Identify the nursing problems based on the key information that you perceived. 3. Describe the nursing tasks required to solve these perceived problems. 3.8. Student assignment Figure 1. A Sample of the Scenario The participants were given the scenario presented in Figure 1 and asked to prepare a personal assignment. The participants were also provided with an explanation of how to complete the assignment. The rubric used to evaluate the assignment <Figure 2>. Division Score Evaluation Advanced Intermediate 10 9 8 Find more than 5 important data, specify the reasons, identify more than 3 nursing problems, and accordingly describe the proper nursing intervention for each problem. Include appropriate descriptions in terms of key information, nursing problem, and nursing intervention. Find more than 5 important data, specify the reasons, identify more than 3 nursing problems, and accordingly describe the proper nursing intervention for each identified nursing problem. Descriptions of key information, nursing problem, and/or nursing intervention are insufficient or inappropriate. Find more than 5 important data, specify the reasons, identify more than 1 nursing problem, and accordingly describe the proper nursing intervention for the identified problem. Include appropriate descriptions in terms of key information, nursing problem, and nursing intervention. 84

Beginning 7 6 5 Find more than 5 important data, specify the reasons, identify more than 1 nursing problem, and accordingly describe the proper nursing intervention for the identified problem. Descriptions of key information, nursing problem, and/or nursing intervention are insufficient or inappropriate. Find less than 5 important data, specify the reasons, find more than 1 nursing problem, and accordingly describe the proper nursing intervention for the identified problem. Include appropriate descriptions in terms of key information, nursing problem, and nursing intervention. Find less than 5 important data, specify the reasons, identify more than 1 nursing problem, and accordingly describe the proper nursing intervention for the identified problem. Descriptions of key information, nursing problem, and/or nursing intervention are insufficient or inappropriate. Figure 2. Rubric for Student Assignment 3.9. Concept mapping All participants attempted to identify nursing problems for the scenario presented in Figure 1 through group discussion. After taking part in the group discussion, each individual produced a concept map for the nursing problems that they had found <Figure 3>. Good Fair Poor The words of the original concept-mapping data from the participants were translated from Korean to English. Figure 3. Samples of Concept Mapping from the Participants 3.10. Assessment of learning outcomes Learning outcomes were assessed through the results of the midterm and final examinations. All responses to the essay questions on the exams were evaluated according to particular criteria and accordingly classified as good, fair, or poor. 3.11. Student self-assessment Student self-assessment of learning outcomes was measured in terms of confidence levels in nursing practices related to the lessons and achievement of learning objectives <Table 2>. A 5-point Likert scale ranging from 'never' (1 point) to 'very much' (5 points) was used. Descriptive statistics were computed for all variables using SPSS version 18.0. 85

According to the results of confidence levels in nursing practices, Lower respiratory problems & Obstructive pulmonary diseases' was marked the highest at 3.63 points (±0.50), while Respiratory failure & Health associated infection was marked the lowest at 3.52 points (±0.52). As for the achievement of learning objectives, the item 'I understand the nursing processes required for the problems of oxygenation for adult patients' was marked the highest at 3.95 points (±0.50) while 'I understand the theoretical knowledge and the nursing skills required to deal with the problems of oxygenation for adult patients' was marked the lowest at 3.90 points (±0.47). Table 2. Confidence levels in nursing practice, achievement of learning objectives, and course satisfaction (n= 288) Variable Items M SD Student selfassessment Course quality improvement sheet Confidence levels in nursing practice Achievement of learning objectives Course satisfaction Upper respiratory problems 3.55 ±0.48 Lower respiratory problems & obstructive pulmonary diseases 3.63 ±0.50 Restrictive pulmonary & pleural diseases 3.53 ±0.48 Respiratory failure & health associated infection 3.52 ±0.52 I understand the theoretical knowledge and nursing skills required to deal with the problems of oxygenation for adult 3.90 ±0.47 patients. I understand the nursing processes required to deal with the problems of oxygenation for adult patients. 3.95 ±0.50 I am satisfied with the course Medical-Surgical Nursing Ⅰ. 4.29 ±0.60 I am satisfied with the group discussion that focused on the nursing case (scenario). 3.97 ±0.71 I am satisfied with the assignment for the nursing case (scenario). 3.80 ±0.69 I am satisfied with the course materials (quiz materials and self-assessment sheets). 4.08 ±0.67 I am satisfied with the strategies for evaluation (exams). 3.99 ±0.61 The feedback that I provided on the interim check questionnaire was reflected in later lessons. 3.80 ±0.70 3.12. Course quality improvement sheet In order to improve the quality of the course, data was collected regarding the participants' course satisfaction and the degree to which they felt their interim check feedback had been reflected in later lessons. Course satisfaction was measured by a 5-point Likert scale and was computed by descriptive statistics using SPSS version 18.0. As for course satisfaction, the item 'I am satisfied with the class Medical-Surgical Nursing I' was marked the highest at 4.29 points (±0.60), while 'I am satisfied with the student assignments for the nursing cases (scenarios)' at 3.80 points (±0.69) and 'The feedback that I provided on the interim check questionnaire was reflected in later lessons' at 3.80 points (±0.70) were marked the lowest <Table 2>. The feedback from the participants consisted of requests for improvements related to the excessively high speed of lesson procedures before the midterm examination as well as the punctuality of break time. However, in spite of the professors efforts to improve the pacing of classes after the midterm exam and 86

to maintain punctuality regarding break time, the results from the participants' satisfaction with the course turned out to be the lowest. 3.13. Discussion on medical-surgical nursing course Prior to the beginning of the course, 4 professors of the Medical-Surgical Nursing course were involved in a group discussion on the learning outcomes and evaluation strategies for the course. After the course was completed, the colleagues discussed and reviewed the results from the participants' evaluations, the regular distribution of the grades, and the validity of strategies for evaluation. 4. Discussion This paper focused on the development of an effective teaching portfolio for a nursing course. The framework of the teaching portfolio for this paper was established with fundamental reference to Cho [8] s development procedures and Seldin [20] s 4 dimensions. In the Planning stage of the portfolio, the teaching philosophy and the syllabus of the course were prepared by the nursing course professor. The teaching philosophy should be relevant not only to the teaching values of the professor but also to statements about the strategies used to achieve learning objectives, so the professor s teaching perspectives should be clarified in advance [14]. In addition to this, the teaching philosophy should specifically describe the concrete learning objectives and educational purposes [17]. This study, therefore, focused on the description of the nursing educational philosophy through which the professor s teaching objectives and learning outcomes are reflected. The syllabus, serving not only as a preliminary study plan but also as a means of providing preliminary information, was described in detail for the students [14]. The syllabus for this study, designed to cover 15 weeks of lessons, provided various information about the course to the students, including learning objectives, evaluation techniques, teaching strategies, and a weekly course plan. This information was to intended to promote the understanding of the students. The 2nd stage, Selection, which was mainly performed during the course, included data collection throughout the entire course. All course materials were utilized as basic sources to prepare the lecture quality improvement sheet, which was completed by the professor at the end of the course and regarded as a self-reflection statement [14]. The data for this study were collected from all course materials, including midterm and final examinations, quiz papers, answer sheets, scenarios, concept mapping materials, and student assignments. Problem-based learning (PBL), as a new learning strategy, was applied to the course by providing a scenario for the students to work their way through, so the students were able to have diverse learning experience via group discussion as well as lectures. Cho [8] pointed out that teaching portfolios require lots of time and enthusiasm since course materials need to be collected, and suggested that educators need more detailed directions during the whole course. It took quite a long time to collect, analyze, and evaluate various data from the course for this study, so the filing of evaluation forms and the preparation of a plan for efficient data collection were required in advance before the beginning of the semester. The Reflection stage included serial processes such as student self-assessment and completion of course quality improvement sheets. The midterm and final examination results were collected in order to assess the students' learning outcomes, and essay questions were purposely included on the exams to measure learning outcomes more accurately. It is recommended that in addition to these types of assessment, more evaluation strategies such as role-playing and nursing practice should be specifically and diversely developed to measure learning outcomes. The student self-assessment and course quality improvement sheets were used to assess levels of confidence in nursing practices, achievement of learning objectives, course satisfaction and student feedback. These assessments completed by both the students and the course educator supplemented the assessment of learning outcomes by providing more varied data and more detailed information to the educator. The researchers analyzed all collected data, evaluated the entire course and self-reflected on the course. The insights gained from these research activities are expected to help educators avoid recourse to trial and error in the courses for upcoming semesters as well as to improve the course quality and course effectiveness [14]. The publicly display 87

of course materials and the demonstration of course validity are seen to be necessary for the personal and professional development of nursing educators as well [12]. Furthermore, participating in seminars and workshops for course improvement is a helpful way to analyze courses and reflect upon course results [14]. In the fourth stage, Feedback, 4 educators of the Medical-Surgical Nursing Course were involved in a discussion on learning outcomes and evaluation strategies before the beginning of the course; after the course, they reviewed the validity of the evaluation strategies and the learning outcomes. This interaction with other educators of the course helped the educator to create more effective results, which could enrich the teaching portfolio [8]. Finally, in the Compiling stage, the collected data were bound in a certain format. The teaching portfolio, which plays an important role as an educator's resume for a course, encourages nursing educators to effectively collect and arrange their course materials and to perform self-evaluation and self-reflection. In this regard, the use of teaching portfolios is considered an alternative teaching method to improve the quality of courses and to strengthen the competence of nursing educators [5], [15], [21]. The collection and analysis of data from objective materials and self-assessment instruments is a very effective way to encourage nursing educators to actively improve their courses, and strategies like these are expected to promote higher efficiency in education [22]. As recent trends in nursing education have focused on the evaluation of learning outcomes, nursing educators are also faced with the challenges of objectively understanding and improving their teaching results, and of facilitating learning outcomes. For this reason, the use of teaching portfolios in nursing education provides nursing educators an important opportunity to self-reflect on their teaching activities by providing a means to objectively review their own teaching results [23]. Upon considering that teaching portfolios allow educators to share their professional knowledge and experience in teaching activities with each other, helps activate not only each individual nursing educator but also the entire relevant community, and to encourage a variety of pedagogical perspectives about courses [5]. Teaching portfolios can be applied in all educational fields of nursing which require a systematic and integrated teaching frame in which theory and practice run parallel to each other [15]. Also, teaching portfolio can be quite a useful teaching strategy in nursing education to evaluate students' learning outcomes. According to Lyons [24], nursing educators can improve their teaching activities systematically when they prepare teaching portfolios that allow them to reflect upon their individual development and professional growth. In preparing teaching portfolios, new insights are gained and plans for future continuous growth are engendered [5]. Educators must have their own distinct needs and objectives in mind when they prepare teaching portfolios, and it is essential that the responsibility be taken to improve courses when educators implement their teaching portfolios [8]. Although the use of teaching portfolios in domestic nursing education is currently in the earliest stage, teaching portfolios in which various actual experiences and research findings are shared can help nursing educators avoid mistakes such as redesign of teaching portfolios or wasted time in course design and implementation. To this end, it is highly recommended that nursing educators raise their awareness of the great variety of ways in which teaching portfolios can be used, thus improving their own teaching methods and developing their professionalism. As an attempt to develop teaching portfolios in nursing education, this study has significance to the field of nursing education in that it provides practical knowledge for the development of teaching portfolios and suggests a more diverse range of possibilities for their development and application. The limitations of this study is that it was conducted for only a single nursing course at only a single nursing college, so it is suggested that similar studies of wider breadth be conducted in the future in order to more effectively gauge the implications of teaching portfolio implementation in the field. 5. Conclusion This paper focused on developing a teaching portfolio for a nursing course in order to efficiently achieve learning outcomes and to improve the quality of nursing education. Based on the development procedure of Cho [8] 's teaching portfolio model and the four dimensions presented by Seldin [20], five procedural stages of the nursing course teaching portfolio were carried out during this study: Planning, Selection, Reflection, Feedback, and Compiling. As a result, a teaching portfolio was developed of 88

course entitled "Medical-Surgical Nursing (Problems of Oxygenation) 1," and it can encourage the nursing professor to engage in teaching activities such as the professor's self-assessment and selfreflection for the improvement of the course. Also, the teaching portfolio consider as a valuable tool for nursing educators to use in managing their courses within a systematic and integrated teaching framework as well as with student's achieving learning outcomes through support and evaluation. Based on the results of this paper, suggestions for future research are offered as follows: 1) This study demonstrates the necessity for a wider development of teaching portfolios in diverse nursing courses, since one of the limitations of the study is that it was developed for only one nursing course. 2) Further studies that compare and verify the educational effects of applying and not applying the use of teaching portfolios are needed. 3) In order to more effectively improve learning outcomes, more extensive studies on teaching portfolios are recommended, not only for theoretical courses but also for practical ones. 4) More varied research on practical implementations of teaching portfolios in many types of nursing courses is suggested. 6. Acknowledgement This study was supported by research funds from Seoul Women s College of Nursing (snjc2013-003). 7. References [1] Hsu, L. L., Hsieh, S. I., Development and psychometric evaluation of the competency inventory for nursing students: a learning outcome perspective, Nurse Education Today, vol. 33, pp.492-497, 2013. [2] Seldin, E., The teaching portfolio: a practical guide to improved performance and promotion /tenure decisions, Bolton, MA: Anker, USA, 2004. [3] Ouellett, M. L., Your teaching portfolio: strategies for initiating and documenting growth and development, Journal of Management Education, vol. 31, pp. 421-433, 2007. [4] Cheong, M. H., Obtained from phellinus linteus, Dong-Eui Institute of Technology Collected Papers, vol. 30, pp. 1-17, 2005. [5] Melland, H. I., Volden, C. M., Teaching portfolios for faculty evaluation, Nurse Educator, vol. 21, no. 2, pp. 35-38, 1996. [6] Wray, S., Teaching portfolios, community, and pre-service teachers professional development, Teaching and Teacher Education, vol. 23, pp. 1139-1152, 2007. [7] Berrill, D. P., Addison, E., Repertoires of practice: re-framing teaching portfolios, Teaching and Teacher Education, vol. 26, pp. 1178-1185, 2010. [8] Cho, Y. G., An exploration on the effectiveness of instruction through the teaching portfolio development, Korean Journal of Educational Research, vol. 47, no. 2, pp. 161-190, 2009. [9] Zeichner, K., Wray, S., The teaching portfolio in US teacher education programs: what we know and what we need to know, Teaching and Teacher Education, vol. 17, pp. 613-621, 2001. [10] McColgan, K., Blackwood, B., A systematic review protocol on the use of teaching portfolios for educators in further and higher education, Journal of Advanced Nursing, vol. 65, no. 12, pp. 2500-2507, 2009. [11] Tabak, N., Adi, L., Eherenfeld, M., A philosophy underlying excellence in teaching, Nursing Philosophy, vol. 4, pp. 249-254, 2003. [12] Corry, M., Timmins, F., The use of teaching portfolio to promote excellence and scholarship in nurse education, Nurse Education in Practice, vol. 9, pp.388-392, 2009. [13] Lamki. N., Marchand, M., The medical educator teaching portfolio, Sultan Qaboos University Medical Journal, vol. 6, no. 1, pp. 7-12, 2006. [14] Choi, G. J., Teaching portfolio to improve quality of course, Engineering Education, vol. 19, no. 1, pp. 39-43, 2012. 89

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