Triple Tool Effect: Professional Portfolios in Teaching Foreign Languages

• Autores: Mojca Jurisevic, Janet Enever, Karmen Pizorn
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 21, 2014, págs. 7-24
• Idioma: inglés
• DOI: 10.30827/digibug.30479
• Enlaces
  • Texto completo (pdf)
  • Texto completo (pdf)
• Dialnet Métricas: 2 Citas
• Resumen
  • español

    La evidencia empírica revela que el portfolio es una herramienta prometedora para estimular la reflexión del profesor y el desarrollo profesional. Sin embargo, muy pocos profesores eslovenos tienen experiencia en el uso de este valioso instrumento para la enseñanza.

    En respuesta a esta debilidad del sistema, el portfolio del profesor fue incluido en un estudio nacional para investigar la(s) mejor(es) manera(s) posible(s) de introducir lenguas extranjeras en el primer ciclo de la escuela primaria.

    Los objetivos principales de uso del portfolio del profesor han sido: (1) monitorizar activamente la implementación de lenguas extranjeras, (2) desarrollar un enfoque adecuado de la enseñanza de una lengua extranjera mediante la reflexión crítica profesional, y (3) evaluar el proceso de enseñanza. Los resultados de la investigación han confirmado el efecto de triple herramienta del portfolio, mediante la cual los profesores han sido capaces de reconocer su valor. Sin embargo, también han percibido algunas dificultades en su proceso de gestión, tales como la falta de uso de sus propias estrategias de aprendizaje y la comprensión superficial de la autorregulación. Esta constatación subraya la importancia de la preparación extensiva de los maestros antes de empezar a usar el portfolio del profesor en el futuro.

  • English

    Empirical evidence reveals that portfolios show promise as a tool for stimulating teacher�s reflection and professional development. However, very few Slovene teachers have any experience in using this valuable instrument for teaching purposes. In response to this weakness in the system, the teacher�s portfolio was included in a national research study investigating the best possible way(s) of introducing foreign languages in the first cycle of the primary school. The main goals of using the teacher�s portfolio were: (1) to actively monitor the implementation of the foreign languages, (2) to develop an appropriate foreign language teaching approach through critical professional reflection, and (3) to evaluate the teaching process. The research results confirm the triple tool effect of the portfolio whereby the teachers were able to recognise its value. However, they also perceived some difficulties in the portfolio management process, such as the lack of use of their own learning strategies and superficial understanding of self-regulation. This finding underlines the importance of extensive teacher preparation prior to the use of teacher portfolios in future.

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