Portfolio as a tool for monitoring professional self-development of academic staff

Introduction. In the context of the transformation of educational governance mechanisms, the popularization of digitalization, and the promotion of a unified scientific and educational information space, issues related to the personal growth of academic staff are becoming increasingly important. The professional success of university teachers is directly linked to the performance indicators of the educational organization. A portfolio is currently the most ergonomic means of monitoring teaching activities at all levels of education, allowing for independent assessment of professional achievements. The goal of the research is to substantiate the use of portfolio technology as a tool for monitoring the professional development of academic staff nowadays.
The materials and methods. The article was prepared using research on pedagogical ideas for the digitalization of education in the context of globalization, ideas for designing a teacher’s professional activity in the digital space, and views on the content of a higher education teacher’s portfolio. The research methods included comparison, classification, historical method, synthesis, and generalization.
The research results. The author describes the concept of a «teacher’s portfolio», discloses its classification, and offers recommendations for its compilation.
Discussion and Conclusion. A teacher’s portfolio is a unified database of a teacher’s personal and professional achievements, categorized according to specific blocks presented in electronic format. There are several types of portfolios: thematic, reflective, methodological, informational, research-based, and comprehensive ones. When compiling a portfolio, it is necessary to define its purpose, structure the material, regularly update the information contained within, adhere to university requirements, utilize modern information technologies, and include high-quality materials.

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