A critical look at the portfolio as a tool for teacher cognition at pre-gradual level: perceptions of students
Trainees in teacher training programmes experience a variety of courses focusing on helping them to master the basic skills as future language teachers. The most important issue in the entire training is the appropriate balance between the input they receive from the trainer and the hands-on experie...
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| Format: | Article |
| Language: | English |
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Sciendo
2016-09-01
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| Series: | Journal of Language and Cultural Education |
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| Online Access: | https://doi.org/10.1515/jolace-2016-0026 |
| _version_ | 1818500908341788672 |
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| author | Straková Zuzana |
| author_facet | Straková Zuzana |
| author_sort | Straková Zuzana |
| collection | DOAJ |
| description | Trainees in teacher training programmes experience a variety of courses focusing on helping them to master the basic skills as future language teachers. The most important issue in the entire training is the appropriate balance between the input they receive from the trainer and the hands-on experience in which they learn through experience. One of the best hands-on activities during teacher training is indisputably teaching practice, i.e. real experience of trainees in the school context. Teaching practice offers to trainees first experience with teaching English lessons with holding responsibility for planning, carrying out the lessons as well as learning from this experience, maintaining a good rapport with students and many other aspects. Since trainees work in the external setting without the presence of their Methodology course trainers, it is often a custom to ask trainees to keep a portfolio with lesson plans or material they used during teaching as well as some reflections on the first teaching experience, so that the trainers could create a picture of how their trainees succeeded “out there”. Such a portfolio serves as a useful tool not only for the trainee since the portfolio offers a record of how they managed to carry out specific duty at a specific time; portfolio of this type can provide the trainer with a plastic picture of how trainee managed to apply what they had learned in their Methodology courses. There are many elements which can be included in the teaching practice portfolio such as lesson plans, reflections, various case studies, textbook evaluations, sample teaching aids prepared by the trainee, etc. However, the biggest benefit that portfolio provides the trainee with is the reflection itself – thinking about how successfully something has been mastered and thinking about how things could be done better. EPOSTL (European Portfolio for Student Teachers of Languages) where trainees focus on self-evaluation of their own teaching skills is one of the tools that can help to focus the trainee on specific skill the teacher needs to master. This article tries to answer the question whether trainees are aware of the beneficial effects of such reflection, whether they perceive a tool like the EPOSTL as something that can help them to develop or they consider it rather a duty to be carried out as a part of training. Based on the experience with a group of trainees who used EPOSTL during their teaching practice this case study analyses possible strengths and weaknesses of including such a complex material as EPOSTL in pre-service teacher training. |
| first_indexed | 2024-12-10T20:49:01Z |
| format | Article |
| id | doaj.art-44afb9121a5d452fba05d2845e8315db |
| institution | Directory Open Access Journal |
| issn | 1339-4584 |
| language | English |
| last_indexed | 2024-12-10T20:49:01Z |
| publishDate | 2016-09-01 |
| publisher | Sciendo |
| record_format | Article |
| series | Journal of Language and Cultural Education |
| spelling | doaj.art-44afb9121a5d452fba05d2845e8315db2022-12-22T01:34:09ZengSciendoJournal of Language and Cultural Education1339-45842016-09-0143718510.1515/jolace-2016-0026jolace-2016-0026A critical look at the portfolio as a tool for teacher cognition at pre-gradual level: perceptions of studentsStraková Zuzana0University of Presov, SlovakiaTrainees in teacher training programmes experience a variety of courses focusing on helping them to master the basic skills as future language teachers. The most important issue in the entire training is the appropriate balance between the input they receive from the trainer and the hands-on experience in which they learn through experience. One of the best hands-on activities during teacher training is indisputably teaching practice, i.e. real experience of trainees in the school context. Teaching practice offers to trainees first experience with teaching English lessons with holding responsibility for planning, carrying out the lessons as well as learning from this experience, maintaining a good rapport with students and many other aspects. Since trainees work in the external setting without the presence of their Methodology course trainers, it is often a custom to ask trainees to keep a portfolio with lesson plans or material they used during teaching as well as some reflections on the first teaching experience, so that the trainers could create a picture of how their trainees succeeded “out there”. Such a portfolio serves as a useful tool not only for the trainee since the portfolio offers a record of how they managed to carry out specific duty at a specific time; portfolio of this type can provide the trainer with a plastic picture of how trainee managed to apply what they had learned in their Methodology courses. There are many elements which can be included in the teaching practice portfolio such as lesson plans, reflections, various case studies, textbook evaluations, sample teaching aids prepared by the trainee, etc. However, the biggest benefit that portfolio provides the trainee with is the reflection itself – thinking about how successfully something has been mastered and thinking about how things could be done better. EPOSTL (European Portfolio for Student Teachers of Languages) where trainees focus on self-evaluation of their own teaching skills is one of the tools that can help to focus the trainee on specific skill the teacher needs to master. This article tries to answer the question whether trainees are aware of the beneficial effects of such reflection, whether they perceive a tool like the EPOSTL as something that can help them to develop or they consider it rather a duty to be carried out as a part of training. Based on the experience with a group of trainees who used EPOSTL during their teaching practice this case study analyses possible strengths and weaknesses of including such a complex material as EPOSTL in pre-service teacher training.https://doi.org/10.1515/jolace-2016-0026reflectionteacher cognitionportfolioreflective teacher trainingforeign language teachersepostl |
| spellingShingle | Straková Zuzana A critical look at the portfolio as a tool for teacher cognition at pre-gradual level: perceptions of students Journal of Language and Cultural Education reflection teacher cognition portfolio reflective teacher training foreign language teachers epostl |
| title | A critical look at the portfolio as a tool for teacher cognition at pre-gradual level: perceptions of students |
| title_full | A critical look at the portfolio as a tool for teacher cognition at pre-gradual level: perceptions of students |
| title_fullStr | A critical look at the portfolio as a tool for teacher cognition at pre-gradual level: perceptions of students |
| title_full_unstemmed | A critical look at the portfolio as a tool for teacher cognition at pre-gradual level: perceptions of students |
| title_short | A critical look at the portfolio as a tool for teacher cognition at pre-gradual level: perceptions of students |
| title_sort | critical look at the portfolio as a tool for teacher cognition at pre gradual level perceptions of students |
| topic | reflection teacher cognition portfolio reflective teacher training foreign language teachers epostl |
| url | https://doi.org/10.1515/jolace-2016-0026 |
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