Electronic Portfolio as a Mean of Reflection Formation for Students Learning

273

Abstract

The article presents the results of a study aimed at the reflection formation of students to the educational program they are mastering as a program of preparation for professional activity through a specially organized educational environment, including the use of the "Electronic Portfolio" tool and regular interaction with a supervisor. The study involved students of bachelor's programs of the faculty of "Psychology of Education" MSUPE – "Psychology and pedagogy of primary education (primary school teacher)" (N=21 people) – experimental group and "Psychology and pedagogy of education (psychologist)" (N=22 people) – control group. A questionnaire was used to study the reflection formation towards mastering the main professional educational program. The results obtained make it possible to say that the specially-organized work of the supervisor of the mini-group, mediated by the use of an electronic portfolio that records the development of the student's professional competencies, can provide conditions for the formation of a student's reflection to learning. An electronic portfolio can be used as a navigator in the educational program and a means of organizing reflection of students' professional competencies in professional activity.

General Information

Keywords: e-portfolio, competencies, reflection, teacher education, practice-oriented learning

Journal rubric: Psychology of Education

Article type: scientific article

DOI: https://doi.org/10.17759/psyedu.2021130201

Funding. The study was funded by the Moscow State University of Psychology and Education.

For citation: Margolis A.A., Safronova M.A., Drobyazko A.A., Kuravsky L.S., Golovanova I.A., Pominov D.A. Electronic Portfolio as a Mean of Reflection Formation for Students Learning [Elektronnyi resurs]. Psychological-Educational Studies, 2021. Vol. 13, no. 2, pp. 3–16. DOI: 10.17759/psyedu.2021130201. (In Russ., аbstr. in Engl.)

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Information About the Authors

Arkadiy A. Margolis, PhD in Psychology, Rector, Professor, Chair of Pedagogical Psychology, Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0001-9832-0122, e-mail: margolisaa@mgppu.ru

Maria A. Safronova, PhD in Psychology, Dean of the Faculty of Psychology of Education, Research fellow of the laboratory of Theoretical and experimental issues in cultural-historical psychology, Moscow State University of Psychology and Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-3597-6375, e-mail: mariasaf@gmail.com

Anzhela A. Drobyazko, PhD in Education, Vice-Rector for Professional Education, Moscow State University of Psychology and Education (MSUPE), Moscow, Russia, ORCID: https://orcid.org/0000-0002-1579-0864, e-mail: drobyazkoaa@mgppu.ru

Lev S. Kuravsky, Doctor of Engineering, professor, Dean of the Computer Science Faculty, Moscow State University of Psychology and Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-3375-8446, e-mail: l.s.kuravsky@gmail.com

Irina A. Golovanova, Lecturer at the Department of the Age Psychology named after Professor L.F. Obukhova of the Faculty of Educational Psychology, Moscow State University of Psychology and Education (MSUPE), Moscow, Russia, ORCID: https://orcid.org/0000-0002-6115-5095, e-mail: golovanovaia@mgppu.ru

Denis A. Pominov, Research Scholar, Computer Science Faculty, Moscow State University of Psychology and Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-1321-3713, e-mail: pominovda@mgppu.ru

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