Portfolio w przygotowaniu nauczycieli do zawodu na podstawie doświadczeń Szkoły Edukacji Polsko-Amerykańskiej Fundacji Wolności i Uniwersytetu Warszawskiego

Abstract

The educational portfolio is not an obvious and often chosen tool for teacher education in Poland. It is perceived as difficult to implement, time-consuming and often with disappointing results. In the presented study, conducted by Grażyna Czetwertyńska and Kinga Białek, the portfolios collected (in paper and electronic form) in the School of Education (SE) of the Polish-American Freedom Foundation and the University of Warsaw, and the results of annual evaluations on portfolio work were analysed. The study focuses on the use of the portfolio in further work with students. The assumptions adopted in SE were compared with other portfolio models in teacher education in Poland. The portfolio in the SE changed along with the development of the institution, so the causes and effects of these changes were examined as well. Additionally, the compliance of the goals and effects achieved through working with the portfolio with the goals of education in the SE was examined, particularly with regard to the Teacher’s Development Standards used in the SE. A description of the methodology of teaching self-reflection skills in the teacher’s workshop and, consequently, the professionalisation of his/her work is described. The research allowed for a detailed description of a specific didactic model and the development of recommendations regarding the conditions for the use of the portfolio for those interested in implementing it in teacher education.