|Budget Amount *help
¥1,700,000 (Direct Cost : ¥1,700,000)
Fiscal Year 1997 : ¥800,000 (Direct Cost : ¥800,000)
Fiscal Year 1996 : ¥900,000 (Direct Cost : ¥900,000)
This study is to make a review on the development and possibilities of 'teaching portfolios' used in the universities in the North America and its applicability to the other areas. The teaching portfolio as a recorded file of excellent teaching activities compiled by the teacher himself has its origin in the North America and has been prevalent especially in the United States universities. More and more universities are now encouraging their staff to compile teaching portfolios in order to improve their teachings and, in some cases, to be used as resource on evaluation for their promotions or placements.
The study consists of three phases. Firstly, an international investigation by collecting documents and materials on staff development were conducted including the analysis of detailed information on several cases of portfolio projects. The focus of the analysis were put on the comparative aspects in their history, definitions, aims, proposed format, procedure and evaluation.
Secondly these experiences were tentatively applied to the case of teaching in a Japanese University. Taking an opportunity of attending the open seminar on 'Human lifecycle and education' by the Center for Higher Education, Kyoto University, I, as a staff, tried to create a Japanese teaching portfolio.
After the session, its effects, merits and limits were discussed. The outcome of this projects is published from the Tamagawa University Press (1997).
Thirdly, I sought assistance and insights for the suggestions from the overseas researchers. Visits were made to the United Kingdom in December 1996 and to the United States in July 1997. The visits were especially fruitful when I interviewed staff of Dept. of Policy Studies, London University and the Derek Bok Center of Harvard University.