Abstract
The hybrid, part-time continuing education programme "Master of Higher Education" at the University of Hamburg aims to professionalise university teaching for young academics. Since 2009, the participants of the programme have been introduced to writing a digital teaching portfolio at the beginning of their studies and have been accompanied in the individual development of their teaching competence by a curricularly integrated supervision concept. In this case study, the didactic design as well as the curricular and technical implementation of the study-accompanying e-teaching portfolio concept is described, the accompanying study reform process is outlined and the learning-theoretical and paradigmatic considerations and justifications that guided the implementation of the concept in its current form are explained. Finally, opportunities and problem areas are discussed, which can provide design pointers for transfer to other contexts.
