THE STUDENT EDUCATION PORTFOLIO IN THE DIDACTICS OF CHEMISTRY
Journal Title: Knowledge International Journal - Year 2018, Vol 26, Issue 2
Abstract
One of the modern scientifically based methodologies for training of the future teachers, which stimulates formation of independence, self-assessment and development of the professional competences, is the education methodology “portfolio”. The education portfolio is successfully used in our country and abroad in the education of students from different majors. The effectiveness of its usage as methodology of evaluation, reflecting the aims and values of the education system, is proven. Ineducationtheportfoliocanbeviewed as one of the interactive teaching methods used in the modern didactic technologies. Making students' education portfolio by our assessment is also especially topical by other reason connected with the career development of the future expert. The portfolio attached to aDiploma of Higher Education gives the employer information about the real achievements, skills and accumulated experience of the young expert. Unlike the traditional summary, it gives chance for the social, personal and professional competences, achieved by the students in the process of education, to be presented and evaluated much better, students’ development and aspiration to self-improvement to be examined. This instigates the idea of using the portfolio as a tool for evaluation of the study results and the professional and pedagogical competences formed when executing the individual work by the students. Its introduction has an aim to increase the interest and responsibility of the students, when executing the assigned tasks for individual work and to motivate them for more active participation in the study process. The goal of this paper is to present our experience in using the possibilities, offered by the portfolio educational technology, for evaluation of professional-pedagogical competence students formed while studying the subjects of the methodical cycle. The requirements for the portfolio and the criteria for its evaluation are described. At the same time, the proposed portfolio model is also focused on self-assessment to the active and conscious attitude of the student himself towards the process and learning outcomes. The materials presented in the portfolio indicate the future teacher's readiness for a successful implementation.
Authors and Affiliations
Petinka Galcheva
Keywords
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