УДК 378: 57:37.013 Portfolio Technology Application in the Training of a Biology Teacher

Abstract

In the article deals with systematization and generalization of the concept “portfolio”; the analysis of its structure and typology. Moreover, the role of the portfolio in the professional training of teachers is substantiated and the own methodological experience of using the portfolio in the process of biology teachers training at the specialized profile school is generalized in the article. Currently the portfolio is one of the most modern and effective technologies for organizing educational activities, authentic evaluation of educational achievements of students and their reflection.
In the training process of the graduate students at Zhytomyr Ivan Franko State University, the author's educational course “Theory and Methodology of Teaching Biology at Senior Specialized School” for the specialty 014.05 “Secondary Education (Biology and Human Health)” has been introduced into the educational process. At the same time, a portfolio is an important technology for evaluating the educational achievements of teachers (both future and those who combine learning and professional work). Orientation sections of the undergraduate portfolio are “General Information About Education And Professional Activity”, “Methodical Work”, “Research Activities”, “Career Guidance”, “Educational Facilities”. Methodological portfolio defense takes place at the end of the practical training course. While evaluating the undergraduate portfolio, such generally recognized criteria are taken into account as self-assessment of work results; mastering certain kinds of methodical, scientific and educational activity; systematic character and regularity of work; aesthetics of the portfolio design; integrity, thematic completeness of materials; clarity and validity of the portfolio presentation. The portfolio significantly complements traditional assessment methods and is an objective criterion for determining the level of professional competence of future teachers. This technology contributes to the systematization of knowledge, development of students' professional skills and creativity, stimulates their research and reflection, promotes students' self-development and development of their own pedagogical style.