Abstract:

The study attempts to offer a model of quality assurance of university teachers for their professional portfolio. It grounds on the research which was conducted in NUST “MISiS” (Moscow, Russia) in 2017-2018. It was triggered by a list of competences stipulated in both in Russian National Educational and Professional Standards. Those competences were used as evaluation parameters within the 360-Degree Feedback Methodology. In the context of university teacher assessment, three stakeholders were selected and embraced into research, i.e. managers, peers and selves.

The model of quality assurance in-question was two-tier: pre-service and in-service. At the former level undergraduate students were subjected to:
1) self-assessment,
2) peer assessment,
3) teacher assessment (where teachers acted as managers).

The next level encompassed acting teachers.

The research was set up in two rounds. Round one was a survey conducted in the form of a questionnaire circulated among students, teachers and managers. The research question ran as whether the formation of competences listed in the Standards impact the level of professional perception by peers and managers. Round two aimed at the trial of the model on students, enrolled in the Bachelor’s program on Education, as pre-service teachers; and young teachers who recently graduated from the program.

The assessed competencies would make up the professional profile of the Pedagogical program graduate and become a part of a portfolio. The latter is expected to advance job placement of young teachers and can be helpful as guidelines in their further professional development.

Keywords:

Quality assurance, assessment, teacher professional development, pre-service teacher training.