Професійний портфоліо як форма контролю сформованості компетентностей у майбутнього вчителя англійської мови
Journal Title: Порівняльно-педагогічні студії - Year 2016, Vol 1, Issue 3
Abstract
Статтю присвячено проблемі впровадження професійного портфоліо як форми контролю сформованості компетентностей у майбутнього вчителя англійської мови. Метою статті є обґрунтування доцільності вико-ристання професійного портфоліо як форми контролю сформованості ком-петентностей у майбутнього вчителя англійської мови. Визначено відпо-відність упроваджуваної роботи змісту компетентнісного підходу, сха-рактеризовано основні розділи професійного портфоліо філолога і критерії його оцінювання, наведено обґрунтування вчених щодо зміни наукової пара-дигми із знаннєвої на компетентнісну і, відповідно, підтверджено роль роботи із професійним портфоліо під час викладання практичних і теоре-тичних курсів майбутнім учителям для моделювання студентами власної освітньої траєкторії. На думку автора, професійне портфоліо може бути використане як проміжний, поточний і кінцевий вид контролю сформо-ваності компетентностей у майбутнього вчителя англійської мови. The article deals with the implementation of a professional portfolio as a form of control of competence formation of the future English teachers. The essence of modern higher education in Ukraine is determined by its major trends: continuity, information development and competent approach. Competence-based approach is leading in defining the purpose and content of the educational program for philologists. Appeal to the competence-based approach in teaching future English teachers theoretical courses is closely connected with the desire to determine the necessary changes in education that are caused, primarily, by changes in society. Qualitative potential of a professional philologist defines a number of skills that will help the individual achieve his self-actualization and self-realization in the labor market. The aim of the article is to study the necessity for a professional portfolio as a form of control of competence formation of the future teachers of English. It is defined the correspondence of the work being implemented to the content of the competence-based approach. It is highlighted that if higher education implements the appointed competence-based approach to training program of future English teachers, it will help to overcome traditional cognitive orientation of vocational education, it will lead to a new content, methods and technologies. One of such technologies that help to focus on the results of education is a professional portfolio. Using this technology it is possible for any class of future teachers of English, both theoretical and practical. Native and foreign scholars are unanimous in identifying the importance of using a professional portfolio including: I. Bezhenar, V. Yudin, N. Halskova, S. Nikitenko, Y. Polat, P. Aarts, R. Broeder, P. Pavlow, P. McLagan etc. Systematic work on the portfolio during the mastering theoretical subjects gradually prepare for future expert understanding of what it takes in professional activities. In the article the author characterizes main sections of the professional philologist portfolio and gives the criteria for its evaluation. The article also provides the scientists’ justifications for changes of the scientific paradigm from knowledge-oriented into competence-oriented, accordingly, confirms the role of working with a professional portfolio in the teaching of practical and theoretical courses for future teachers for working out their own educational trajectory. The author believes that the portfolio can be used as intermediate, current and final forms of control of competence formation of the future teachers of English.
Authors and Affiliations
Тетяна ГУРОВА
Keywords
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