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The initiative of implementing digital teaching portfolios at the Hong Kong Institute of Education began in the year of 2011. At an individual level, digital teaching portfolio offers a context for articulating one’s teaching philosophy, reflecting upon one’s teaching, documenting evidence of teaching accomplishments for present and future employers, and through which, one’s pride and esteem for teaching, as well as teaching practices could be enhanced (De Rijdt et al., 2006; Wright et al., 1999). At a community level, teaching portfolio encourages inquiry-based dialogues on teaching, facilitates the process of mentoring junior teaching staff and offers resources which helps develop effective criteria for teaching in a tertiary institution (Quinlan, 2002; Wright et al., 1999).
