Abstract:

Currently, the Universidad Nacional Autónoma de Nicaragua (UNAN, Managua) performs a transformation process that requires a specific training program for professors, with special emphasis on teaching-learning strategies. The pursued objective is to ensure a real and effective implementation of the new curricula. Therefore, we think that a reflective practice is needed. In this scenario, there is no doubt that teaching portfolios can help UNAN professors towards self-management, self-regulation, own lifelong learning and self-assessment and planning of their future work as academics immersed in the new curricula.
Moreover, the implementation of the European Space of Higher Education at Universidad Autònoma de Barcelona (UAB) has promoted the use of teaching portfolios among the UAB professors, as well as, several studies related to their contribution in improving teaching quality. In this sense, the advances in information and communication technologies are easing the work done by the group of interest in teaching portfolio (GI-PD) of the Unit of Teaching Innovation in Higher Education (IDES) at UAB.
So, a cooperation project has been set-up from combining the UNAN needs and the GI-PD experience. The experience we want to share is part of this project funded by the Spanish Agency for International Development and Cooperation under grant A1/041892/11. The primary objectives of this project are: a) the development of an institutional training program for professors, b) the technological strengthening, c) the supporting participation and professors' engagement and c) the team work.

Keywords:

Teaching portfolios, teaching quality, innovation, international projects, distance education.