Analysis of the “E-portfolio” of a teacher, student, lecturer, student. Modern problems of science and education

1 Yelabuga Institute of Federal State Autonomous Educational Institution of Higher Professional Education "Kazan (Volga Region) Federal University"

The article discusses the role of e-portfolio technology in enhancing the practical orientation of the learning process for bachelors of teacher education. Pedagogical conditions are proposed, thanks to which this technology will be successfully introduced into the practice of educational institutions. It has been suggested that the introduction of e-portfolio technology into the educational process of preparing bachelors will strengthen the practical orientation by involving students in professional self-determination and the development of reflective skills of self-assessment of not only academic, but also personal and socially significant achievements and individual progress in the learning process in university As a result of the study, the main stages and pedagogical conditions for the successful implementation of e-portfolio technology as a means of forming and assessing the competence and personal growth of bachelors of pedagogical education in enhancing practical orientation were identified.

e-portfolio

Bachelor of Teacher Education

educational process

practical orientation

instrumental environment

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The approval of the new Professional Teacher Standard (PST) inevitably entails the modernization of existing standards for the content of teacher education. Analysis of the PSP shows that a modern teacher needs to know not only his subject and be creative in his work, but also be able to exercise self-control and assess his competence and personal growth using modern infocommunication technologies, be able to present his personal, socially significant and academic achievements, in including on the Internet.

Today, in the organization of the educational process, various assessment methods are used, mainly aimed at assessing learning outcomes. While personal, socially significant and academic achievements of students remain outside the scope of assessment. In this regard, it is necessary to use alternative methods and technologies for assessing the activities of participants in the educational process. One of these technologies is electronic portfolio technology (e-portfolio).

The main purpose of creating an e-portfolio is to ensure monitoring of the student’s cultural and educational development, analysis and presentation of significant results of the processes of his competence and personal growth. An e-portfolio allows you to take into account the results achieved by a student in a variety of activities - educational, educational, creative, self-educational.

We assume that the introduction of e-portfolio technology into the educational process of bachelor's training will strengthen the practical orientation by involving students in professional self-determination and the development of reflective self-assessment skills of not only academic, but also personal and socially significant achievements and individual progress in the learning process in university

Purpose of the study- to identify the pedagogical conditions for the successful implementation of e-portfolio technology as a means of forming and assessing the competence and personal growth of bachelors of pedagogical education in the process of strengthening the practical orientation of training using the example of creating an electronic portfolio of their achievements.

We have made the assumption that e-portfolio technology as a means of forming and assessing the competence and personal growth of bachelors of pedagogical education will be successfully implemented if:

Determine the structure and content of the e-portfolio;
Identify criteria for evaluating e-portfolios;
Conduct an analysis and classification of tools for creating e-portfolios in order to select the most suitable one;
Develop a methodological manual in the form of a brochure on creating an e-portfolio.

Materials and research methods

E-portfolio technology is an evaluation technology aimed at accumulating, storing, developing and presenting individually significant results.

The word "portfolio" comes from the Latin portare - "to carry" and folium - "sheet for recording." The term “portfolio” refers to a way of recording, accumulating and evaluating individual achievements.

There are two types of portfolios, differing in the way they process and present information: paper portfolios and electronic portfolios. An electronic portfolio is a collection of student works collected using electronic means and media, presented either on a digital medium, the so-called e-portfolio, or in the form of a website, that is, online-portfolio. The latter type of portfolio is becoming increasingly popular and in demand, as it most closely matches the spirit of modernity, the needs of the knowledge economy, and the goals and objectives of smart learning. In world practice, the e-portfolio is part of the e-learning strategy, which is recognized as the most promising learning technology at present.

The Ministry of Education and Science of the Russian Federation is implementing a project to develop new modules of basic professional educational programs for bachelor's and master's degrees with strengthening the practical and research orientation of training, within the framework of the project for the modernization of teacher education and the Federal Target Program for the Development of Education for 2011-2015. One of the project participants is Kazan Federal University (KFU). Teachers of the Yelabuga Institute of KFU have developed modules of the main professional educational program for training teachers, one of which is the module “Disciplines of the mathematical and natural science cycle: Natural science and mathematical knowledge in educational practice.” The module program is intended for bachelors starting to receive pedagogical education and is implemented in the process of network interaction with schools, has a practical orientation, manifested in the organization of student activities aimed at creating an electronic portfolio of achievements.

Since the project to develop new modules of basic professional educational programs is aimed at strengthening the practical orientation of bachelor’s training, the goals and objectives of the learning process inevitably change. In this regard, throughout the entire training process, students need to be able to continuously self-assess and analyze their educational activities, build an individual learning trajectory and see the prospects for educational and professional development. The future teacher must be able to monitor his cultural and educational development, analyze and be able to present significant results of competence and personal growth, as well as present his achievements and the products of his intellectual activity, primarily on the Internet.

It is the e-portfolio technology that is an important element of the practice-oriented approach to education, being a way of recording, accumulating and assessing the individual achievements of a student during a certain period of his education. This is a kind of report on the learning process, allowing you to see a picture of specific educational results, track the student’s individual progress in a broad educational context, and demonstrate his ability to practically apply acquired knowledge and skills.

The purpose of the e-portfolio development process is to enable the student to highlight and reflect on his or her strengths and weaknesses using formative feedback, providing opportunities for instructors to support student successes and preferences in appropriate ways. By creating an e-portfolio, students continuously and purposefully collect works that demonstrate their personal, socially significant and academic achievements in the learning process. Note that in the student’s learning trajectory, points for making changes and additions to the e-portfolio should be marked with its assessment by all participants in the educational process jointly. Consequently, the teacher and the student himself will see the path of movement and development of his educational and professional actions.

Research results and discussion

Let us consider in more detail the pedagogical conditions for the successful implementation of e-portfolio technology as a means of forming and assessing the competence and personal growth of bachelors of pedagogical education in enhancing practical orientation.

1. Determining the structure and content of the e-portfolio

The student’s portfolio of achievements must be presented in the form of a single structured electronic resource. The structure of the e-portfolio is determined by its sections. Depending on the goals and objectives of using the e-portfolio, the developer determines the number, name and content of its sections. As noted above, an e-portfolio presented in the form of a website (online portfolio) is most preferable today in conditions of openness and accessibility of information.

The structure of the presentation portfolio may include the following sections (Table 1).

Table 1

Approximate structure and content of an e-portfolio (online portfolio)

Section name
Greetings	A short message from the portfolio developer. Greetings. A few words about the portfolio developer.
	Personal attitudes, life principles and goals.
Achievements	Presentation of completed educational and professional activities, results of participation in networking events, presentations, reviews, characteristics, letters of gratitude, photographs, etc.
	Presentation of your personal data and achievements in resume format.
Introspection	Analysis of one’s own achievements, adjustment of the learning trajectory (if necessary) and determination of future prospects.

Contacts	Portfolio developer contact details.

2. Identification of e-portfolio evaluation criteria

Our proposed groups of main criteria for evaluating e-portfolios are presented in Table 2.

table 2

E-portfolio evaluation criteria

Criterion	Description of criterion
Technical
The performance of all elements of the e-portfolio	Resistance to changes in the software package installed on the computer, stability of operation, the need to install additional software.
Using the capabilities of the e-portfolio creation tool	Compliance with the choice of software tools for creating an e-portfolio. Full use of the capabilities of software tools when creating an e-portfolio.
Replication of e-portfolio	Possibility of copying e-portfolio materials, their replication, remote use.
Ergonomic design
Multimedia components:
Interactivity	Compliance of the nature and principles of interaction with the target audience; thoughtfulness and balance of user interaction.
Visualization	Unity of visual image and content; ease of recognition, readability, recognition of the image by the user; unity of style throughout the project.
Sound accompaniment	Harmony of sound, visuals and content, voice accompaniment.
General impression	The feeling that a consumer has after viewing a portfolio.
Communication skills	Technical support for the user, implementation of content updates, the ability to connect external programs, Internet resources.
Performance	Effective navigation, context-sensitive table of contents and help, search engine capabilities.
Traditional ergonomic indicators	Optimal placement of interface control elements, sizes of interface control elements, highlighting interface control elements with color, shape, sound.

Content compliance	Compliance of the content with the purpose of creating an e-portfolio.
Variability of ways of presenting information	Use of various sources, test materials, photographs, drawings, texts, calculations, animation, multimedia presentations, video and sound recordings.
Authenticity	Information and materials in the e-portfolio are directly related to the tasks of the curriculum, satisfy the learning objectives of the Federal State Educational Standard and the criteria for selecting materials.
Dynamism	Data in the e-portfolio is collected repeatedly, in accordance with the specified periods. The e-portfolio contains not only final, but also working versions of work completed by a certain time, allowing you to evaluate the dynamics and comprehend the progress of training.
	The e-portfolio clearly shows its purpose (for employment, admission to the next level of education, etc.).
Integration	The materials collected in the e-portfolio reflect the comprehensive integration of knowledge and skills into mastered competencies and cover all types of activities.
Multi-purpose	It is fashionable to use an e-portfolio in various real situations: participation in a portfolio competition, presenting oneself to social partners, evaluating work for a semester, course, employment, in additional education, etc.
Presentation
Creativity	Non-trivial presentation of e-portfolio.
Logical, structured	Correct and non-linear arrangement of portfolio materials.
	Depth of presentation.
Ergonomics	Visibility and comfort of perception.
Reflexive
Self-assessment of the results of completed activities	The ability to determine the level of completeness of knowledge about the results of your work to create and protect your portfolio.
	The e-portfolio clearly shows the responsibility and self-assessment of the student’s achievements on every page and every competency.
Criticality and depth of assessment of the activity process after creating an e-portfolio	Anticipation of a possible result and its consequences.

3. Analysis and classification of tools for creating e-portfolios in order to select the most suitable one

We have proposed the following classification of tool environments for creating an electronic portfolio: content management systems, hypertext tool environments and HTML multimedia tools.

Content management systems include the following tool environments GoogleSites, uCoz, Wix, Weebly, Jimdo, 4portfolio, Mahara.

Note that e-portfolios can also be created in programs of the Microsoft family, since sometimes portfolios are accompanied by examples of work that are attached to the main document in a separate folder. Consequently, hypertext tools for creating e-portfolios include Microsoft software products (for example, Word, PowerPoint, Publisher, etc.).

The most popular HTML multimedia tools for creating e-portfolios are Macromedia Dreamweaver, Microsoft Office Share Point, Designer Aptana Studio.

4. Description of e-portfolio technology

Let us describe the main stages of creating an e-portfolio:

1) Determining the content of the e-portfolio and the goals of its formation. At this stage, the main task is to determine the purpose of creating an e-portfolio, the evaluation criteria and the conditions under which the presentation of the e-portfolio will take place. This helps determine the content of the e-portfolio and structure further work.

2) Processing of e-portfolio materials. The main task is to select e-portfolio material, convert it into electronic form, select the necessary multimedia and software that correspond to the tasks and conditions of the demonstration.

3) Creating connections and designing an e-portfolio. At this stage, not only the technical process of creating an e-portfolio in the form of a multimedia product is implemented, but also the formation of a table of contents and the construction of a structure of hyperlinks connecting various elements. Here the student performs certain mental activities to correlate available materials with external requirements.

4) Portfolio presentation. Depending on the form and audience, the presentation may vary. However, in any case, it should end with receiving feedback and reflection on future actions to develop the e-portfolio.

5. Development of a methodological manual in the form of a brochure on creating an e-portfolio

The methodological manual is intended for bachelors in the field of training 44.03.05 “Pedagogical Education” to enhance the practical orientation of the learning process and is aimed at users who have decided to create an electronic portfolio of their achievements independently or under the guidance of a mentor. The manual contains: the theoretical foundations of the technology for creating an electronic portfolio, a description and analysis of instrumental environments, a description of the structure and content of an e-portfolio, as well as the technology and stages of its creation, criteria for its evaluation. The methodological manual is aimed at mastering the technology of creating an e-portfolio in various tool environments and describes an example of creating an e-portfolio for a student of the Faculty of Physics and Mathematics in the Wix content management system.

Conclusions and Conclusion

In conclusion, we note that the pedagogical conditions we propose for the implementation of e-portfolio technology will allow us to successfully implement the e-portfolio technology as a means of forming and assessing the competence and personal growth of bachelors of pedagogical education in order to strengthen the practical orientation of the learning process. As a result, e-portfolio technology is a new form of assessing not only the educational and educational activities of students, but also the personal, socially significant and academic achievements of students, which must be introduced into the practice of an educational institution.

The work was carried out in the course of execution of the contract with the Ministry of Education and Science of the Russian Federation No. 05.043.12.0016 dated 05/23/14. The work was carried out using subsidies allocated as part of state support for the Kazan (Volga Region) Federal University in order to increase its competitiveness among the world's leading scientific and educational institutions centers.

Reviewers:

Akhmetov L.G., Doctor of Pedagogical Sciences, Professor of the Department of Theory and Methods of Teaching Technology, Dean of the Faculty of Engineering and Technology, Elabuga Institute of KFU, Elabuga;

Kapustina T.V., Doctor of Pedagogical Sciences, Candidate of Physical and Mathematical Sciences, Professor of the Department of Mathematical Analysis, Algebra and Geometry, Faculty of Physics and Mathematics, Elabuga Institute of KFU, Elabuga.

Bibliographic link

Galimullina E.Z., Zhestkov L.Yu. E-PORTFOLIO TECHNOLOGY IN STRENGTHENING THE PRACTICAL ORIENTATION OF THE TRAINING PROCESS OF BACHELORES OF PEDAGOGICAL EDUCATION // Modern problems of science and education. – 2015. – No. 2-1.;
URL: http://science-education.ru/ru/article/view?id=19338 (access date: 07/07/2019). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences" ELECTRONIC PORTFOLIO IN THE SYSTEM OF SPECIALIST TRAINING

High quality training has always been the most important task of every educational organization.

The modern sociocultural situation poses the most important task for an educational institution related to the competitiveness and demand of graduates in the labor market. However, as practice shows, many graduates do not fully meet the requirements set by employers.

The formation of a modern specialist as a holistic, competent and independent individual who is competitive in the labor market requires a significant revision of approaches to educational, methodological, scientific and methodological work, to methods of planning and preparing the educational process.

The implementation of federal state educational standards of the new generation involves the use of progressive pedagogical technologies in the learning process. From all the variety of innovative directions in the development of modern didactics, educational organizations are testing modular-rating, credit technologies, game and project methods, multi-level training, teaching through case-studies, etc.

One of the modern technologies for preparing a student for future professional activity, allowing him to effectively plan and evaluate the process and results of his learning, is portfolio technology.

The term “portfolio” refers to a way of recording, accumulating and evaluating individual achievements. Translated from Italian, “portfolio” means “folder with documents”, “specialist’s folder”.

Portfolio is a modern innovative educational technology, which is based on the method of authentic assessment of the results of educational scientific and professional activities.

The portfolio can be in paper or electronic form. The electronic version can be presented in the form of a presentation on the website (web portfolio).

Under the electronic portfolio (e-portfolio) S.V. Panyukova and N.E. Yesenin, understand the set of documents organized by students with the help of ICT, including the results of qualifying work and their examples, confirmation of certificates and diplomas in the academic education system.

The role of portfolio in the educational process has been studied by many foreign and domestic scientists (E.S. Polat, D.N. Isoyan, E.N. Balykina, O.G. Smolyaninova Barrett H., Barton J., Collins A., etc.) . D.N. Isoyan considers a portfolio as a condition for enhancing cognitive activity, V.A. Devisilov - as a technology of motivation and person-centered learning, portfolio as a condition for the formation of research abilities is considered by N.I. Podgrebalnaya, L.A. Khalilov; A.S. Tazutdinova defines a portfolio as a technology in the system of preparing a student for future teaching activity, D.V. Shestakova considers a portfolio as a means of developing the competitiveness of a future specialist manager.

All of the above determines the relevance of our research devoted to the development of conditions for the use of portfolios in the system of training a future specialist.

Object of study: the process of training a future specialist.

Subject of research: student’s portfolio as a condition for his professional development.

Purpose of the study: to theoretically and practically substantiate the effectiveness of using an electronic portfolio in the system of training a future specialist.

Research objectives:

1.Explain the functions of the portfolio.

2.Develop the structure of the “Student Portfolio of the Alatyr Technological College of the Ministry of Education of Chuvashia.”

3. Develop a model of an electronic portfolio for students of the Alatyr Technological College of the Ministry of Education of Chuvashia.

4.Identify conditions that promote the effective use of portfolios in educational activities.

In the context of a competency-based approach, a portfolio acts as a way to demonstrate, develop and evaluate a student’s competencies, and a mechanism for monitoring his progress. This is a kind of report on various types of student activities: educational, research, creative, practical, social, etc.

Using a portfolio allows you to track a student’s individual development trajectory and demonstrate his ability to practically apply acquired knowledge, skills and abilities.

At the same time, a portfolio is one of the conditions for increasing student motivation and developing reflection skills. According to E.S. Polat, a portfolio is a tool for self-assessment of a student’s own cognitive, creative work, reflection of his own activities.

Thus, the student’s portfolio performs the following main functions:

·Mechanism for monitoring student achievements;

·Development of reflection, assessment (self-esteem) of the student;

·Support for high motivation to learn;

·Self-presentation during graduate employment;

·Development of the ability to learn.

Today, there are three main types of portfolios: “Document Portfolio”, “Work Portfolio”, “Feedback Portfolio”. Each type has its own advantages and disadvantages.

Portfolio of documents - a portfolio of certified (documented individual educational achievements of a student.

A portfolio of works is a collection of the student’s research, creative work, as well as a description of the main forms and directions of his educational and creative activity: participation in scientific conferences, competitions, etc.

Portfolio of reviews - it includes the student’s assessment of his achievements, resume, as well as reviews provided by teachers, parents, practice leaders, etc.

Analysis of regulatory documents of the Alatyr Technological College of the Ministry of Education of Chuvashia, as well as the competency model of a graduate of the field of study 02/09/03 Programming in computer systems allowed us to determine the following structure of the “Student Portfolio of the Alatyr Technological College of the Ministry of Education of Chuvashia”:

·Student's name (photo)

·Speciality

·Student introduction (greeting)

·Autobiography

·My attitude towards the profession

·Contacts

Portfolio of works

1. Achievements in educational and professional activities

· syllabus

coursework

· practice

olympiads

· graduation project

· scholarships

· training

2. Achievements in research activities

· projects

· reports at conferences

· reports at seminars

· grants

· competitions

· publications, etc.

3. Achievements in social and creative activities

· public assignments

· additional education

· hobbies

· sporting events

· trainings

· volunteer work

4. Portfolio of documents

· certificates, diplomas, gratitude, articles, etc.

5. Resume reviews, testimonials, self-analysis, etc.

Sections of the portfolio, reflecting the formation of general and professional competencies, present the achievements and results of the student’s mastery of professional knowledge, skills and abilities; the ability to plan your professional growth. The content of the sections reflects achievements in educational, professional and research activities: the results of mastering educational programs, the availability of scholarships, educational and practical training; participation in educational or scientific seminars and forums, publications, receipt of awards and grants for research; advanced training, etc.

The proposed portfolio structure allows us to focus on it as a productive means of developing the necessary competencies and professionally significant personality traits of a future specialist. A complete and purposefully built portfolio serves as the basis for compiling a graduate’s resume when looking for a job, continuing education and determines his competitiveness in the labor market.

A student's portfolio acts as a way of accumulating, recording and assessing individual achievements and a mechanism for monitoring his progress, reflecting the level of his competence and competitiveness.

The electronic version of the portfolio has a number of undeniable advantages over the paper version, because:

The volume of information in it is presented wider and more diverse;

Navigating through sections is easier, clearer and faster;

Serves as a means of interactive multimedia presentation of achievements and information interaction.

There are some difficulties that prevent the widespread use of student electronic portfolios. This is due to the fact that the use of electronic portfolios of educational achievements requires the teacher and students to have certain knowledge and skills in the field of information technology: loading a program, exiting the program, using data in different formats, saving data on a server, editing electronic materials. The lack of such knowledge makes it impossible to use electronic portfolios.

A portfolio created using the tools of various computer programs allows you to collect electronic developments and clearly reflect the dynamics of a student’s professional development. Creating and updating an electronic portfolio requires the student to be able to model, construct and structure information, and take into account the requirements of ergonomics and design.

An electronic portfolio can be created in various applications of the Windows operating system: PowerPoint, Word, Excel or organized as a Web page. If an educational institution has its own website on the Internet, then an electronic portfolio of students’ educational achievements can become part of such a website, or can act as an independent information resource.

Modern software used to create an electronic portfolio makes it possible to build various visualizations: charts, graphs, clusters, pivot tables, presentations, etc. Hypertext technology for building a product allows you to realize connections between the components of the portfolio model through cross-references. Electronic portfolio materials can be easily edited and improved.

The structural construction of an electronic portfolio involves the creation of a navigation menu to navigate through sections in which collections of materials are accumulated and stored. Determining the structure of the electronic portfolio of students' educational achievements should be done by the teacher in the process of working together with a specialist in the field of computer software.

An electronic portfolio can be developed based on the licensed computer program Adobe Flash CS4 Professional, which has the necessary tools. You can also use a Content Management System to create electronic portfolios for students. A CMS is computer software designed to simplify and systematize the collaborative creation of documents and content. Most often, a CMS is a web application used to manage websites and their content. SoftwareCMSJoomla is a content management system written in PHP and using a MySQL database as content storage. Joomla is free software, available to everyone under the GNU/GPL license, it is easy to install and manage, and it is reliable.

One of the main features of Joomla is its relative ease of management with almost limitless possibilities and flexibility in website development. This content management system provides features that are important when creating an electronic portfolio:

- full management of database and website components;

- all sections are fully accessible for management and editing;

- Section topics can be added with the cooperation of the authors;

- dynamic modules for forums, polls, voting with display of results.

Joomla does not require the user or system administrator to have knowledge of the hypertext markup language HTML to manage and work with it, which is so important for users with a low level of computer literacy.

The creation of a bank of electronic portfolios of students’ educational achievements contributes to:

- improving the quality of the educational process and its variability;

- expanding learning and self-learning opportunities;

- increasing motivation and social activity of students;

- filling students’ personal portfolios with electronic products;

- development of media competence and information culture.

In the future, an electronic portfolio can become a technology for planning students’ future professional careers and an effective means of development. This can be explained by the fact that it contains more information for understanding than a standard resume, and allows you to see the level of preparation and the entire range of development of professional and general competencies of students.

An electronic portfolio is not a form of learning, but a network educational technology that expands the social and cognitive activities of adolescents beyond the school infrastructure and realizes the relationship between the interests, life needs of a growing person and those areas of the social environment in which they can be satisfied. An electronic portfolio is a space for real action by a teenager, and not just a place for presenting a report on the work performed.

We highlight the following features of the student’s Electronic Portfolio.

1. The structuring of the Electronic Portfolio is based on goal-setting, which serves as a guide in determining all its sections and forming a system of tasks that meet the requirements of individualization of the cognitive process, the development of a teenager’s activity as personally significant. The structure of the Electronic Portfolio is designed to ensure the expansion of the student’s social and cognitive activities beyond the educational environment.

2. Most of the content of the Electronic Portfolio consists of students’ own materials created by them during independent work. The content of the Electronic Portfolio is designed to record and visualize independently created creative materials. Since the Electronic Portfolio is a multimedia computer program, it can include materials in different formats: texts, graphics, audio recordings, videos, animation.

3. The materials of the Electronic Portfolio are collected by the student not just once, but throughout the entire duration of the project. In the Electronic Portfolio, the student gives self-assessment of the results of his creative activity, and the teacher also evaluates the progress and dynamics of the development of knowledge and methods of activity in the chosen subject area.

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Abovsky, N.P. What engineers are taught and not taught. System of active creative education [Text] / N.P. Abovsky; scientific publication. – KrasGASA: Krasnoyarsk, 2004. - 55 p.

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The problem of informatization of Russian education can be solved not only by extensive methods of developing the information educational environment, but also by intensive technologies of pedagogical design, support and evaluation of the effectiveness of the educational process.

Teaching has always been viewed as a complex set of approaches and techniques. The interaction between teacher and student in the educational process consists of skill and art, so it is quite important to determine methods for certifying teaching work.

One of the latest achievements in professional certification of teachers abroad is the so-called electronic portfolio (electronic portfolio, e-portfolio, EP). Such a portfolio offers two clear advantages over standardized testing. Firstly, EP is a creative, rather than bureaucratic, model of control that allows the teacher to manage the process of evaluating his work. Secondly, although teachers consider the process of preparing a portfolio to be time-consuming, they recognize that the time spent on preparing an EP can gain invaluable experience in professional growth.

The main components of the EP are documentation of teaching activities and analysis of one’s professional work. The teacher's portfolio contains methodological developments for lessons and extracurricular activities, visual aids and handouts, tests, reports and abstracts reflecting the knowledge, skills and experience of the teacher. Each document is accompanied by explanations from the teacher. In the process of reflective thinking, the teacher points out the strengths and objective shortcomings of his work, transforming ideas into clear concepts. The main task of creating an EP is to involve students in understanding the results of teaching and determining the goals of further professional development. This is consistent with the principle of nurturing a thoughtful practitioner.

A teacher can begin collecting ES at different stages of his professional biography - from the student period to the qualified level. Portfolios are typically organized around central components of teaching, including planning, teaching strategies, supervision, classroom management, working with parents, and professional development.

So, an electronic document is a collection of samples of professional work organized in a specific way. Characteristics of this collection:

has a specific purpose;

designed for a specific audience;

includes samples of professional work that form the main content of the portfolio;

contains analysis and reflections on your professional work.

EP can perform the functions of a starting assessment of the level of achievement, intermediate and final control. In accordance with one of the accepted foreign classifications, several types of a teacher’s professional portfolio can be distinguished:

developmental portfolio - collected during the work process to assess progress in work and accumulate experience over a certain period of time;

reporting portfolio (product) - indicates the achievement of a certain result upon completion of work on the project;

demonstration portfolio (showcase) - a collection of the best works of the teacher. Used to prepare a resume when applying for a job or to participate in a professional competition.

All three types of electronic signatures represent a purposeful collection of documents with self-assessment of one’s work. The difference lies in the purpose and method of organizing these collections. For example, the purpose of a development portfolio is to show progress in developing teaching skills. The reporting portfolio demonstrates the use of a specific teaching strategy. A demonstration portfolio focuses on presenting the teacher’s experience and professional achievements.

There are different options for creating an electronic signature. You can use special computer programs that provide ready-made templates (The Teacher’s Portfolio, Scholastic Electronic Portfolio, The Portfolio Builder for PowerPoint). More advanced users of personal computers create their own electronic design model using multimedia web design programs such as Microsoft FrontPage, Macromedia Dreamweaver.

ES has advantages over the traditional paper version: a large volume of material, interactivity, and provision of online access, including remote access. Creating a portfolio in electronic form allows you to store, edit and demonstrate samples of professional activity in a visual form through the use of texts, graphics, audio and video inserts. Unlike printed portfolios, which have a linear structure, EP uses a system of hyperlinks, which allows you to connect individual parts of the pedagogical process, presented in electronic form, into a single whole. Thus, in a scanned lesson plan, at a separate stage, you can insert a video recording with comments on the effectiveness of this type of activity. Another hyperlink can link a lesson stage with samples of finished student work.

Creating electronic signatures is always quite difficult due to the quantity and variety of materials, and therefore it requires technical skills. However, the quality of an electronic portfolio depends on careful solutions to content problems and the results of content analysis. Reflection is the main component in creating a professional EP, that cementing connection that allows certifiers to see the conclusions drawn in the process of assessing information. Thus, the portfolio becomes a viable tool for assessing the professional training of future teachers and certifying existing teachers.

Electronic technology is taken as the basis for one of the modules in the course “Information technologies for teaching English” at school No. 14 in Pyatigorsk. The relevance of the work on creating a professional electronic portfolio in teacher training lies in the implementation of tasks to develop the information competence of teachers and a practical focus on the use of innovative technologies in the educational process. The methodology for the experimental use of EP in a report on the practice at school of future English language teachers is at the testing stage.

This control model is fundamentally different from standardized tests, where the number of points scored is an indicator of professional knowledge. In accordance with the fundamental principle of authenticity of control, professionals should demonstrate their practical knowledge in a natural context, rather than answering questions. The use of professional electronic learning in education coincides with the transition from quantitative control indicators to qualitative criteria.

Recently, portfolio technology has become increasingly popular. Employers are interested in a candidate's collection of achievements when hiring. It is possible that in the near future any employee, including teachers and directors, will be required to present a portfolio when applying for a job. Therefore, back in the last academic year, our school made an attempt to collect full-fledged electronic signatures of all teachers. The results turned out to be very interesting. The teachers worked productively, creatively and with great imagination. Each person's work is recorded on his personal CD.

Since 2004, as a distance learning teacher (tutor), I have been conducting advanced training classes for teachers in Pyatigorsk, Zheleznovodsk and Predgorny district of the Stavropol Territory. Our first course was not designed for students with basic computer skills or no skills at all (beginner users). In this course we taught the most common application programs Microsoft Word and Microsoft Power Point. And since many of our teachers are just beginning to master information technology, teaching is based on the traditional “do as I do” method. Each lesson includes theory, practical exercises and answers to test questions. In total, in the first part of the course, students complete 40 exercises while learning Microsoft Word. And this is certainly a lot. But only in the second part of the course (Microsoft Power Point) do I invite students to make several presentations according to their taste, that is, only there they create individual creative works. There are four such presentation works in total. Based on the results of the course, each teacher creates another creative work as credit, which is presented to the commission.

The final educational product for each teacher will be a set of creative works, from which the formation of their EP will begin.

And the most important thing is that all the works created in the courses have practical application in educational activities and methodological work of the teacher.

The monograph is devoted to the methodology and practice of using electronic portfolio technology in education. Russian and foreign experience in using portfolios at various levels of education for assessment, training, presentation of achievements and promotion in the labor market is presented. Models and mechanisms for introducing electronic portfolio technology in higher education are described.
For graduate students and masters in the field of Education, university professors, teachers, administrative and managerial workers in the educational sector. May be useful for students of pedagogical universities and colleges. students in the system of advanced teaching qualifications.

FOREIGN RESEARCHERS ABOUT THE CONCEPT OF “.E-PORTFOLIO”.
Due to the popularity of using this term, there are currently many definitions of the concept of “e-portfolio”. Some sources view it as an Internet-based information management system that uses electronic media and services. In others, as a digital repository of artifacts that can be used to demonstrate educational achievement and level of competence.

Let us conduct a retrospective analysis of the most successful, in our opinion, definitions.
American educators J. Arter and W. Spandel (1991) define a portfolio as a conscious, goal-oriented collection of student work that shows the student or others his efforts or achievements in one or more areas. According to S. Meisels and D. Steele (1991). Portfolios allow students to participate in the assessment of their own work: to track individual progress and provide the basis for a full assessment of the quality of individual work.

TABLE OF CONTENTS
PREFACE
INTRODUCTION
CHAPTER 1. METHODOLOGY AND TECHNOLOGY FOR USING ELECTRONIC PORTFOLIO IN EDUCATION
1.1. Foreign researchers about the concept of “e-portfolio”
1.2. Russian researchers on the phenomenology of portfolios in educational practice
1.3. Models and technologies for using electronic portfolios in the 21st century
Bibliography
CHAPTER 2. USE OF ELECTRONIC PORTFOLIO IN FOREIGN EDUCATIONAL PRACTICE
2.1. American experience of using e-portfolio technology in higher education
2.2. European experience in using e-portfolio technology
Bibliography
CHAPTER 3. USE OF ELECTRONIC PORTFOLIO IN RUSSIAN EDUCATIONAL PRACTICE
3.1. Theory and practice of using e-portfolios in secondary schools
3.2. The use of e-portfolios in the system of secondary vocational education of the Russian Federation
3.3. Analysis of the experience of using e-portfolios in higher education in the Russian Federation
3.4. Experience in using e-portfolio technology at the Siberian Federal University
Bibliography
CHAPTER 4. IP MODELS FOR USE OF E-PORTFOLIO TECHNOLOGY
4.1. Electronic portfolio in the system of professional development and assessment of personnel quality of the Institute of Pedagogy, Psychology and Sociology of the Siberian Federal University
4.2. Sociological research on the use of e-portfolio technology in the university educational process
Bibliography
CONCLUSION.

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Pedagogical activity of a counselor, Theory and practice, Educational manual, Drozd K.V., Plaksina I.V., 2019

The high degree of individualization of the portfolio makes it easy to talk about your skills and achievements;
Easy to use: Users do not need to have any programming skills. All they have to do is fill out information blocks and upload files;
Multilingual interface: the user can select the interface language;
Goal-driven: Users can set, view and change goals for their education, course, career, work and volunteer activities;
Career-oriented: the portfolio offers various ways to store and present information about education, volunteering, work, services, etc.;
Configurable: ability to create multiple views of component sections;
The e-Portfolio component allows you to place files in any electronic format (audio, video, text, graphic, etc.);
Ability to import/export information in the IMS standard;
Ability to export portfolio to a zip file for later use on another platform;
An organization using the e-Portfolio component can apply its own branding to it. You can place web parts and links to your organization’s websites in your portfolio;
Possibility of creating a faculty portfolio: a portfolio can be created for an entire faculty and subsequently used for professional development, describing achievements or storing materials;
Use of the component by HR department employees as a file cabinet or employee database.

Who is the e-Portfolio component for SharePoint designed for?

For educational institutions, their employees and students to improve communication and improve the quality of the learning process based on the portal of the educational institution;
For organizations and their employees to simplify the processes of recruitment and employee management based on the corporate portal;
For professionals who want to have a blog with an expanded set of tools: calendar, forum, etc.
For trainees, students and graduates who want to tell teachers, parents, potential employers, etc. about themselves.
For artists, sculptors, bands, web designers, etc.

Integration with distance learning system

e-Portfolio for SharePoint integrates with SharePointLMS RU, which avoids double authorization. In addition, students can add files and grades received to the e-Portfolio from SharePointLMS RU.

Safety

The e-Portfolio for SharePoint component is password protected. All important data is taken from Microsoft Active Directory. User information or any other information contained in the portfolio is not available to internal or external search engines.