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E-PORTFOLIO IN THE SYSTEM OF LIFELONG EDUCATION OF TEACHERS
O. G. Smolyaninova
Introduction. A modern teacher has to be able to solve many different problems connected to the educative process, interactions with learners, adaptation of syllabuses to current requirements, and effective selection of a method of their professional activity, etc. Despite various innovative changes in the system of teacher training for the "New School” and development of a new generation of education standards geared towards a competency-based approach, and the transition to the Bologna system of teacher training within a multilevel model of Bachelor’s and Master’s degrees, the system of evaluation of academic and professional achievements of students in pedagogical specialties in Russian higher education institutions still relies overwhelmingly on a point-based (and in some cases point and rating-based) system of evaluation of particular knowledge and skills.
E-portfolio technique in lifelong education. The E-portfolio is an innovative technique in pedagogy which allows for demonstrating individual progress, making a reflective evaluation of professional resources and shortfalls, demonstrating individual achievements to the professional community, and efficient use of an authentic evaluation technique. In modern international practice, an e-portfolio is understood to be a lifelong learning technique. An E-portfolio creates space for educative and assessment activities and personal development of students, and is considered to be a powerful tool capable of influencing three extensive dimensions: education, evaluation and personal development of a student.
E-portfolio in teacher training in the Siberian Federal University. The Siberian Federal University (hereinafter referred to as SFU) uses the e-portfolio technique in training teachers at different levels and stages on the basis of the concept of continuous lifelong education. This concept is based on the model of education continuity, which includes: (a) self-understanding and reflection, (b) self-organization and self-management of learning processes, (c) meta-cognitive learning styles and self-direction, and (d) focus on the development of core and professional competencies. The E-portfolio serves as an educative tool in the system of lifelong learning of teachers. Research on the use of an e-portfolio in lifelong education of teachers has identified the most significant drivers of students’ reflexivity and training focus on professional achievements. Based on the methodological basis of lifelong learning and specific requirements in the hands-on context, the SFU has tested five models of e-portfolio application in training of teachers
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as follows: (1) portfolio in training of elementary school teachers for the system of developing teaching using Elkonin-Davydov’s method within the framework of the applied Bachelor’s degree program in psychology and pedagogy; (2) E-portfolio of Bachelor's degree students in different specialty academic programs in pedagogy; (3) E-portfolio in training of teachers in the framework of Master’s degree programs in Education Management and Higher Education; (4) E-portfolio in the system of training of students in different specialties in natural sciences and humanities with additional qualifications of teacher and students of the educative program Higher Education Teacher; (5) E-portfolio for teachers of the Pedagogy, Psychology and Sociology Institute.
One of the bases for the use of the e-portfolio technique in training teachers under the Bachelor’s degree programs is the focus on developing universal techniques of self-learning which help shape one’s own learning goals, realize own resources and shortfalls, and means of achieving goals. The e-portfolio technique is basically used for the Bachelor’s degree program in order to visualize one’s personal goal setting process and the effectiveness of teacher training. We believe that the ability to set goals that meet the SMART criteria is necessary for successful teaching activity in the future.
The use of the e-portfolio technique in shaping one’s individual education path helps overcome a lack of understanding and competency in the student’s goal setting efforts at the initial stage of designing his or her education path. Usually, students are not always able to define their personal education goals, reflect on the outcomes of their own performance and use goal setting for building effective contact with a teacher. Thus, the e-portfolio technique is used at the Bachelor’s degree level (in models 1-2) for the clarification of personal and professional goals of future teachers, identification of problems associated with professional shortfalls during teaching internship, and reflecting on results.
The portfolio is necessary for a comprehensive systematic review by a teacher of his or her research and teaching activities in the University. It enables a teacher to track changes in research publications and the efficiency of teaching by means of self-evaluation of his or her teaching activities. It is a personal plan for the fulfillment of one’s professional capabilities and improvement of research and teaching activities.
Conclusion. The main areas of E-portfolio use in the education process of the SFU are associated with the deployment of E-learning technique and support of the paradigm of effective interaction and development in the course of lifelong learning. The SFU uses E-portfolios for different
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levels of teachers training for various purposes. More than 200 portfolios of Bachelor’s degree students in pedagogy, Master’s degree students, students in different specialties acquiring additional teaching qualification, and students of the educative program Higher Education Teacher, etc. can be found on the website of the Pedagogy, Psychology and Sociology Institute. Moreover, this website offers a prototype of a social network for effective education interaction and development of teachers.
This report highlights the outcomes of a study carried out with the support of the Regional Scientific Foundation of the Krasnoyarsk Territory in 2011 under the project:
The Development of a Systemic Model of Performance Indicators for Applied Bachelor’s Programs.
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