Writing for the U.K. Professional Standards in Higher Education: An autobiographical narrative
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Abstract
The process of writing and submitting a portfolio for the U.K. Professional Standards Framework is described as a reflective, evidence-based approach to teaching and the support of learning in Higher Education. Through an autobiographical and personal narrative approach, the journey through the submission of a portfolio at Descriptor 3 level (Senior Fellow of the Higher Education Academy) is described with an analysis of the pervading motivational factors. A range of pedagogies are classified as ‘traditional’ well-known approaches with interpretative differences, new and innovative approaches which have been uncovered by this exploratory research for evidence and ‘adventurous and exploratory’ pedagogies which appear to have no referential touchstone. Personal reflection considers the incentive dimension of the submission together with the excitement and reward of the enhancement of professional practice and the encouragement for others to follow this pathway. Key words Portfolio; reflection; pedagogy; Professional Standards; innovative approaches; autobiographical narrative.
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Articles
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