Sample Teaching Portfolio Prepared for The Derek Bok Center for Teaching and Learning, Harvard University 3 February 2020

In this portfolio, I am presenting an overview of my student teaching experience which shows my own understanding of teaching as well as a compilation that will help me define my teaching philosophies and styles. This portfolio serves as a record of my various understandings such as dealing with different problems I encountered during the field practice. It also shows my strengths as a teacher and acknowledging my weaknesses for self-improvement. As a future educator of Mathematics, I will teach my students the basic competencies required and develop their abilities to solve mathematical problems. Not only Math-related but also real life situations. I worked hard to nurture my students as they move to another year, they will be well-equipped with the basic skills needed to think critically. In my teaching philosophy and style, I described the way I teach my classes and the reasons behind the plan and styles. I also included significant evidences of my teaching such as daily lesson plans and instructional materials. Some of these evidences can be found at the professional development activities I have attended, as well as how it affected my teaching. I also made reflections from the classes I have taught including class activities, assessments, and feedback from faculty and students. Through this, I can express my relationship with my students, coordinating teachers, supervisor, and other personnel in the school. In this compilation, I have included my reflections from my readings and research. Through these, my own perspective and goals towards becoming a globally-competitive teacher will be defined. It also contains my resumé and career plans. Furthermore, the different entries in this portfolio are evidences of how far I can give to fulfill my duties especially during my field practice.

ceemast.csupomona.edu/amte/conference/2000/proceedings/i ndex.html

My teaching responsibilities are focused primarily on the Bachelor and Masters level of architecture education. I have taught architecture and urban design in various cultural settings – Germany, United Kingdom, Singapore, Switzerland, Argentina, China – and have greatly benefitted from my exposure to different ways of teaching and learning. Given their diverse backgrounds, the unique perspectives of my students have made it an ongoing imperative for me to remain open, flexible, and updated with respect to varying modes of design pedagogy in the world. My courses are structured according to an 'issue-finding' mode of study (rather than strict 'problem-solving', with a problem identified and assigned in advance). Using a multitude of teaching approaches, my primary didactic goal is to educate students to appreciate the complexity of every issue investigated irrespective of scale. I use a combination of fieldwork, design studio, prototype testing, scenario modelling, study excursions, office visits with key practitioners, multi-media lectures and seminars, video-conferencing for seminars and reviews, as well as impromptu group brainstorming sessions for my courses. Students are encouraged to contribute to discussions and learning activities in all these teaching formats because I view the generation of ideas as the responsibility of everyone involved. Substantial use of computer technology is combined with non-digital modes of production not only to stimulate experimentation.

Professional development of teachers is considered a source to enhance teachers' content knowledge and pedagogical knowledge. To meet this purpose teacher education institutions use a variety of ways for teachers' development programs. Mostly these ways and strategies are used in short and long programs where teachers are provided opportunities to learn knowledge and skills outside classroom and schools. The purpose of these courses is to enhance the teachers' capacity and improve students' learning outcomes. However, most of these learning and strategies are limited to the training centers and teachers face challenges while implementing the learning in their respective schools. Teachers generally consider the professional development centers and training centers as the only source of professional learning. They ignore the importance of workplace learning and experiential learning (Kolb, 1981) which is possible through reflection on their own practices.This study focused on the role of portfolios for professional learning of the course participants in a module of master programme in a private university. The study was conducted using the qualitative mode of research and was carried out at private sector university of Pakistan with six course participants from different contexts and three faculty members. Interviews and portfolios of six course participants were the major source of data. As a result of qualitative data analysis, the study has generated some findings related to the role of portfolios as a professional development/learning tool for teachers. One of the significant roles was documentation of teachers' learning over a period of time, which is generally not documented by the teachers. The process leads the teachers to continuous reflection on their beliefs and practices. This continuous reflection provides opportunities for teachers to learn from their own experiences and construct their knowledge and understanding.