교수력 향상을 위한 수업 포트폴리오 활용 전략 = Utilization Strategies of the Teaching Portfolio for the Qualitative Improvement of Teaching Competency in Higher Education

다국어 초록 (Multilingual Abstract)

The purpose of this study is to explore the practical utilization strategy of the teaching portfolio for the qualitative improvement of teaching competency in higher education. Recently, a few universities are inducing the teaching portfolio program for supporting teaching competency with Center for Teaching and Learning(CTL) as the central.
The teaching portfolio is a collection of materials that document teaching performance. It brings together in one place information about a professor's most significant teaching accomplishments. The portfolio is to teaching what lists of publications, grants, and honors are to research and scholarship. It is flexible enough to be used for tenure and promotion decisions or to provide the stimulus and structure for self-reflection about areas in need of improvement.
Generally speaking, the teaching portfolio is a kind of the document about teaching activities that an instructor ultimately intends to improve teaching quality through a self-reflection. It includes activities of selecting, organizing and briefly arranging for teaching materials.
The specific research problems and methods of this study are as follows:
The tasks of this study are to
1. select components for the teaching portfolio development as a means for the qualitative improvement of teaching competence in higher education. For this, we would select general and common components which are required on developing the teaching portfolio by literature research and the Delphi survey method.
2. analysis the development process of the teaching portfolio(a course portfolio) in higher education by the qualitative case study. For this, we would explore a development process of the teaching portfolio, and introduced an application case in C University.
3. analysis an application case of the teaching portfolio for selecting Best Teaching Awards in university. For this, we suggest a strategy for selecting Best Teaching awards by the case study and survey.
4. present a plan of development, application and evaluation for utilizing of an instruction in higher education. For this, we would suggest a strategy for improving teaching competency by mixed study(triangulation techniques).
In the first task, we would select the general components which are required on developing the teaching portfolio based on components of the teaching portfolio suggested by Seldin(2004). And we would propose general and common components of the teaching portfolio to apply to each university in our country.
For this study, the Delphi survey method was conducted three times with a specialist group and professors who participate in the development of the teaching portfolio from March to June, 2008. The frist, 17 components of the teaching portfolio were selected by a content validity verification from a specialist group. The second, these were classified into essential, optional and recommendable components by a priority survey,
The third, twelve components were finally selected by a survey as the teaching portfolio components within four categories(five components from oneself(P), four components from others(O), two components for self-reflection(R) and one appendices(A)). these are divided into ten essential components and two recommendable components.
Components which required for developing the teaching portfolio are twelve as follows: ① Teaching philosophy(P1), ② Teaching Objectives(P2), ③ Teaching planning(P3), ④ Teaching methodologies(P4), ⑤ Course materials(P5), ⑥ Outcomes on teaching(O1), ⑦ Teaching evaluation materials(O2), ⑧ Feedback between teacher and student(O3), ⑨ Classroom observation materials(O4), ⑩ Analysis of teaching performance(R1), ⑪ Analysis of instruction evaluation(R2), and ⑫ Appendices(Efforts for improving teaching competency)(A1).
In the second task, we would analysis the development process of the teaching portfolio and explore the application case of it to improve the teaching quality as well as the teaching competency in higher education. In this process, five professors participated in the development process of the teaching portfolio during the first semester, 2008.
For this study, we offered materials which are required the development process of the teaching portfolio throughout total eleven times, And we analyzed it by triangulation techniques(a case study, a pre/post questionnaire survey, a middle meeting and a post interview during the development period of the teaching portfolio.
Professors who participated in this study stated that they were a great help for improving teaching competency from the development process of the teaching portfolio this time. Especially, in a pre/post questionnaire survey, there were significant differences in the scores of the suggestion of objectives before instruction(P2), the utilization of various teaching media(P4), an immediate feedback after tasks and evaluations(O3), the results of instruction evaluation from students(R2) and the self-reflection about teaching activities(R1).
In the third task, we would explore application cases of the teaching portfolio for selecting Best Teaching Award in higher education. For this, we investigated the present status for the selection of Best Teaching Award of several universities in the inside and outside of the country. And we would suggest a strategy for selecting Best Teaching award.
In this study, by a questionnaire survey, we introduced a guideline of the teaching portfolio for selecting Best Teaching Award about 49 universities in our country. And we analyzed a development and application case of teaching portfolio for selecting Best Teaching Awards in K University.
According to this application case, when the score of the teaching portfolio and instruction evaluation from students were mixed, we could find a result that the highest score of the teaching portfolio had a higher effect on selecting Best Teaching Award than the high score in the instruction evaluation only. Consequently, it is that we must select by a mixed(multilateral) evaluation method(a mixed method of quantitative and qualitative evaluation) for more valid and reliable Best Teaching Award.
The utilization(development, application and evaluation) strategies of the teaching portfolio discussed from this study results are summarized as follows:
(1) The development stage of the teaching portfolio according to the teaching portfolio components are as follows : (a) The first stage - Planning(P1, P2, P3, P4), (b) The second stage - Selection(P5, O1, O2, O3, O4), (c) The third stage - Reflection(R1, R2), (d) The forth stage - Feedback(A1), (e) The fifth stage - Compiling(organization of materials).
(2) The Application stage of the teaching portfolio for selecting Best Teaching Award are as follows : (a) The first stage - Selecting candidates for Best Teaching Award(quantitative evaluation : the results of instruction evaluation from students), (b) The second stage - Verification(qualitative evaluation : the teaching portfolio evaluation), (c) Discussion(mixed evaluation).
(3) The evaluation stage and rubric of the teaching portfolio referring to the evaluation criterion of Hart(1994) are as follows : (a) The first stage - Change and effort over time and Originality(P1, P2, P3, P4, (A1)), (b) The second stage - Diversity and Organization format and structure(P5, O1, O2, O3, (O4)), (c) The third stage - Self-reflection(R1, R2).
Through this study, we would suggest the practical and alternative utilization strategy of the teaching portfolio for qualitative improvement of teaching competency in higher education. The teaching portfolio will contribute to improve a quality of higher education as well as a teaching competency.
We expect that the teaching portfolio components and rubric selected and developed from this study will provide a specific guideline for the development of the teaching portfolio. And they can be applied to evaluate and select not only teaching accomplishments but also Best Teaching Awards in each university.
Finally, we would emphasize to the educational values and potentialities of the e-portfolio through discussions on utilization(development, application, and evaluation) strategies of the teaching portfolio. We prospect that the teaching portfolio will contribute to improve the teaching competency in higher education as well as select Best Teaching Award from now on.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구의 방법 및 절차 = 7
• Ⅱ. 이론적 배경 = 9
• 1. 수업 포트폴리오의 개발 = 9
• 1) 수업 포트폴리오의 개념과 성격 = 9
• 2) 수업 포트폴리오의 유형 = 14
• 3) 수업 포트폴리오의 구성요소 = 19
• 4) 수업 포트폴리오의 개발의 절차 = 25
• 2. 수업 포트폴리오의 활용 = 32
• 1) 수업 포트폴리오 활용의 의의 = 32
• 2) 수업 포트폴리오 활용의 방법 = 35
• 3) 수업 포트폴리오 활용의 효과 = 38
• 4) 수업 포트폴리오 활용의 문제점 = 44
• 3. 수업 포트폴리오의 평가 = 46
• 1) 수업 포트폴리오 평가의 의의 = 46
• 2) 수업 포트폴리오 평가의 장단점 = 49
• 3) 수업 포트폴리오 평가의 동향 = 51
• 4) 수업 포트폴리오 평가의 절차 = 53
• Ⅲ. 수업 포트폴리오 개발 및 적용 = 60
• 1. 수업 포트폴리오의 구성요소 선정 = 60
• 1) 연구 내용 및 방법 = 64
• 2) 연구 결과 = 68
• 2. 수업 포트폴리오의 개발 = 76
• 1) 개발 참여자 = 76
• 2) 개발 과정 및 절차 = 77
• 3) 자료 수집 및 분석 = 82
• (1) 사전설문조사 = 82
• (2) 중간 인터뷰 = 85
• (3) 중간 간담회(면담) = 88
• (4) 사후설문조사 = 93
• 3. 수업 포트폴리오의 적용 = 102
• 1) 국내·외 대학의 우수수업상 시행 현황 = 103
• 2) 우수수업상 선정기준(안) = 111
• 3) 우수수업상 선정을 위한 수업 포트폴리오 적용 사례 = 114
• (1) 우수수업상 선정 목적 및 내용 = 114
• (2) 우수수업상 선정방법 = 115
• (3) 우수수업상 선정 과정 및 결과 분석 = 117
• Ⅳ. 수업 포트폴리오 활용(개발, 적용, 평가) 전략 = 123
• 1. 수업 포트폴리오 개발 전략 = 123
• 2. 수업 포트폴리오 적용 전략 = 127
• 3. 수업 포트폴리오 평가 전략 = 130
• Ⅵ. 논의 및 결론 = 137
• 1. 논의 = 137
• 1) 수업 포트폴리오의 구성요소 선정에 관한 논의 = 137
• 2) 수업 포트폴리오의 개발에 관한 논의 = 140
• 3) 수업 포트폴리오의 적용에 관한 논의 = 144
• 4) 수업 포트폴리오의 평가에 관한 논의 = 146
• 2. 결론 및 제언 = 149
• 참고문헌 = 154
• (Abstract) = 169
• 부록 = 173

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