The Teaching Portfolio as a strategy for training and professional development

Abstract

This article analyzes the possibilities of the Teaching Portfolio as a training and professional development strategy in the context of university education. It springs from the idea of the need to search for formulae in university teacher training that adapt to the mentality of the university as an institution and that are in line with favoring the development of reflective professionals who find the stimulus for self-training in the systematic, organized analysis of their practice. The basic philosophy and methodological characteristics for effective learning in the construction of a teaching portfolio are also described in the article.