Emilia A. Ignatieva
Teacher’s digital portfolio as a tool for student’s pedagogical practice
Abstract. The article is devoted to the analysis of the experience of using the teacher’s digital portfolio in the pedagogical practice of students. A theoretical overview of the concept «digital portfolio» is presented. Its functions and pedagogical potential in the context of digitalization of education are revealed. The emphasis is placed on the importance of the digital portfolio in the formation of professional, reflective and communicative competencies of future teachers. Special attention is paid to the analysis of the experience of development and approbation a digital portfolio by students of a pedagogical university during pedagogical practice. The stages of designing an individual digital portfolio are highlighted: sections structuring, materials selecting, designing, multimedia content integrating, recording the results of pedagogical activity, and reflection. The advantages of the digital portfolio are highlighted, and the difficulties encountered in its implementation are outlined. The importance of the digital portfolio as a tool to support the student’s professional growth during the practice period is emphasized. In this study, a survey method was used to collect data about perception, experience, and evaluation of the usage of digital portfolios by teachers at school. Based on the results of the approbation, a conclusion was made about the effectiveness of the digital portfolio as a means of supporting the student’s professional growth, increasing awareness and involvement in practical activities. The article may be useful for teachers of pedagogical universities, methodologists and students who master practice-oriented forms of training.