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Triple Tool Effect: Professional Portfolios in Teaching Foreign Languages
University of Ljubjana, Slovenia.
Umeå University, Faculty of Arts, Department of language studies.
University of Ljubjana, Slovenia.
2014 (English)In: Porta Linguarum, ISSN 1697-7467, no 21, 7-24 p.Article in journal (Refereed) Published
Abstract [en]

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.

Place, publisher, year, edition, pages
Universidad de Granada , 2014. no 21, 7-24 p.
Keyword [en]
portfolios, foreign languages, teacher reflection, authentic assessment, a teacher's portfolio, implementation of foreign languages, professional reflection
National Category
Research subject
URN: urn:nbn:se:umu:diva-85068ISI: 000330929300002OAI: diva2:691488
Available from: 2014-01-28 Created: 2014-01-28 Last updated: 2014-03-28Bibliographically approved

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