THE ROLE OF THE TEACHER’S ELECTRONIC PORTFOLIO AS AN EDUCATIONAL RESOURCE IN EDUCATIONAL AND METHODOLOGICAL ENSURING THE PROCESS OF OVERCOMING STUDENTS’ EDUCATIONAL LOSSES

Abstract

The article is devoted to the study of the organizational and pedagogical features of the teacher’s electronic portfolio and its characteristics as an electronic educational resource and a means of implementing the teacher’s creative approach to overcoming the educational losses of students.

The teacher’s electronic portfolio is a web-oriented information management system, a software-methodical set aimed at the accumulation of created computer teaching aids, distributed information and educational resources, regulatory documents, the results of the teacher’s pedagogical experience and achievements, creative works of students, etc. It unites the entire set of works of the teacher and presents all aspects of his/her activity in the form of a complete picture. The main purpose of the portfolio is to demonstrate the most significant results of practical activities to assess one’s professional competence, such as implemented projects, participation in Olympiads and competitions, research conducted by the teacher. It may contain electronic files, images, multimedia, blog entries and hyperlinks.

An important component of the portfolio can be a constantly updated section for students, with differentiated tasks for studying the most relevant subject material, which will help students overcome educational losses, which is a relevant issue in education today. As the main criteria, it is advisable to choose the criteria for determining the level of independence of students in educational activities. Their educational skills are evaluated, such as: planning educational activities, executive work, the ability to logically analyze and systematize educational material, the ability to reflect on the way the task which was performed and the results obtained, the ability to work with electronic educational platforms and applications. Based on these criteria, the teacher develops differentiated tasks that will help students gradually increase the level of their educational independence based on mastering the subject educational material. At the same time, it is advisable to use links in the form of QR codes to educational material that will help in solving the proposed tasks. Arbitrariness in the design of the electronic portfolio allows the teacher to show maximum creativity in its application in the educational process.