This matrix concretises and exemplifies what may be relevant to refer to when you are documenting your educational professional competence. The list is not exhaustive, and it is not expected that you can refer to everything listed here.

Practice/Outcome/Competence

• Pedagogical education (with an emphasis on university pedagogy)
• Conducted teaching
• Planning, implementation, assessment and further development of teaching
• Course/programme responsibility
• Course/programme development
• Examination and assessment work
• Supervision at various levels
• Educational leadership
• Innovation/development and trialling of teaching and assessment methods
• Pedagogical use of digital learning environments and learning resources
• Development of textbooks, digital teaching aids and other learning resources
• Participation in/leadership of analyses and evaluation of education and educational quality
• Collaboration with/inclusion of students in development of education and the learning environment
• Collegial cooperation related to work on educational quality
• Collegial supervision and/or mentoring
• Collaboration with professional practice/work life
• Dissemination of insights from educational professional work

Documentation

• Diplomas, course certificates
• References
• Examples of course descriptions, learning activities, teaching plans, assessment methods and exam tasks
• Developed teaching materials and learning resources (e.g. textbooks and other teaching aids, collections of exercises, websites, audiovisual material)
• Examples of the use of student evaluations
• Reports
• Appointments
• Awards, merits or other recognitions
• Other documentation

Reflection

When documenting your educational professional competence, you should provide a comprehensive picture of your competence and your approach to your own teaching and development. Reflection on questions such as these can help to provide such a picture:

• How does your teaching contribute to students’ learning processes?
• How do you justify choices in your own teaching practice?
• What is important for students’ learning in your subject?
• How has your teaching competence and approach to teaching developed?
• Which pedagogical perspectives, reflections and experiences have been central?
• What are sources of knowledge and motivation for further development of your own practice and competence, and for contributing to the collective development of the education programmes linked to your position?
• How do you work systematically, exploratively and knowledge-based in teaching development?
• How do you use research-based knowledge to create better learning opportunities?
• How do you explore/investigate what can contribute to good learning in your subject?
• How do you use students’ assessment and feedback as a source for further development?
• How do you make use of colleagues’ insight and experience, and how do you contribute to the academic community’s work on teaching development?