Portfolio as a method of documenting the development of professional competences on the example of occupational therapy

Authors

DOI:

https://doi.org/10.5604/01.3001.0014.2634

Keywords:

portfolio, e-portfolio, competences, occupational therapy

Abstract

Documenting the development of professional competences nowadays seems to be a challenge. How to do it? Are there any tools that help you collect and systematize evidence of your own professional development? Employees nowadays often ask themselves these questions. Keeping a portfolio may be the answer to this search for a way to collect information about your professional progress. The purpose of this article is to characterize the method of documenting the development of competences which is the portfolio. Portfolio is a tool that stimulates reflection on the current and desired level of competence as well as facilitates planning of professional development. The idea, essential for keeping a portfolio, is primarily supporting reflective learning through the analysis of knowledge and experience acquired by an individual. This tool also allows you to show the development of a person, especially their professional development and the positioning of its individual elements on a timeline. The recommended starting point for conducting it should be the education preparing for professional work. A portfolio may be kept in a traditional hard copy form i.e. a specific “photo album” or due to the progressive development of computer techniques – in an electronic form, as an e-portfolio. Keeping a portfolio allows not only to collect and systematize data in the area of professional activity of a person – it also facilitates their potential recipients (e.g. employers) to quickly find out what competences a given person possesses. In order to better illustrate the contents presented in this article, the characteristics of the portfolio have been prepared by referring to the specifics of the profession of the occupational therapist emphasizing that the implementation of systematic and thorough professional self-assessment is extremely important especially in the context of the occupational therapist’s responsibility for the quality and reliability of actions taken towards the recipients of occupational therapy.

Downloads

Download data is not yet available.

Tucholska K. Zagadnienie kompetencji w psychologii. Roczniki Psychologiczne. 2005;8(2):11-36.   Google Scholar

Rokita J. Zarządzanie strategiczne. Warszawa: PWE; 2004.   Google Scholar

Król H. Podstawy koncepcji zarządzania zasobami ludzkimi. W: Król H, Ludwiczyński A (Ed.). Zarządzanie zasobami ludzkimi. Warszawa: PWN; 2006.   Google Scholar

Kantartzis S. Sviluppo delle definizioni consensuali per la terapia occupazionale in Europa. G. I. T. O., 2008:62-64.   Google Scholar

Gonzalez J, Wagenaar R. Tuning educational structures in Europe, Universities’ contribution to the Bologna Process, An Introduction. Bilbao: Publicaciones de la Universidad de Deusto; 2007.   Google Scholar

Gonzalez J, Wagenaar R. Tuning educational structures in Europe II, Universities’ contribution to the Bologna Process. Bilbao: Publicaciones de la Universidad de Deusto; 2005.   Google Scholar

Mills J. Professional portfolios and Australian registered nurses’ requirements for licensure: Developing an essential tool. Nurs Health Sci. 2009;11(2):206-210.   Google Scholar

Gordon JA, Campbell CM. The role of e-Portfolios in supporting continuing professional development in practice. Med. Teacher. 2013;35(4):287-294.   Google Scholar

Canadian Association of Occupational Therapists. CAOT Position Statement Continuing Professional Education. 2011 [online] Accessed: http://www.caot.ca/pdfs/positionstate/cpe.pdf   Google Scholar

McKinstry C, Allen R, Courtney M, Oke L. Why occupational therapy needs evidence of participation in continuing professional development? Aus Occup Ther J. 2009;56(2):140-143.   Google Scholar

Barton J, Collins A. Portfolios in teacher education. J Teacher Education 1993;44(3):200-210.   Google Scholar

Van Tartwijk J, Driessen EW. Portfolios for assessment and learning: AMEE Guide no. 45. Med Teacher. 2009;31(9):790-801.   Google Scholar

Health and Care Professions Council. CPD and your registration. HCPC London 2012.   Google Scholar

Downloads

Published

2020-06-30

How to Cite

Janus, E., & Bac, A. (2020). Portfolio as a method of documenting the development of professional competences on the example of occupational therapy. Health Promotion & Physical Activity, 11(2), 3–7. https://doi.org/10.5604/01.3001.0014.2634

Issue

Section

Original article

Most read articles by the same author(s)