The “Professional Portfolio” technology in pre-service language teachers’ professional readiness development
DOI: 10.23951/2307-6127-2026-2-98-109
Professional readiness, as an integral personality characteristic, significantly influences the effectiveness of a university graduate’s professional development in their chosen field, including foreign language teaching. In this article, the authors examine the problem of developing pre-service teachers’ professional readiness using the example of the foreign language teachers training at Novosibirsk State Technical University. The “Professional Portfolio” technology, implemented on NSTU’s DiSpace digital educational platform, was chosen as a means of developing professional readiness among final-year students studying the “Foreign Language Teachers’ Professional Development” course. The portfolio structure included three sections: reflective-diagnostic, work-based, and demonstration, which were completed by students throughout the course. The learning activities resulted in portfolios that were presented and discussed by all students upon completion of the course. Through student activity observation and content analysis it was discovered that reflective-diagnostic procedures enabled students to focus on goal-setting and detail the stages of goal achievement; the “working portfolio” facilitated the development of strategies for achieving professional development goals, taking into account existing limitations due to personal qualities and ways to overcome them; and the “demonstration portfolio” helped students to structure information about their achievements for potential employers. While working on the portfolios students developed an ideal model of the foreign language teacher, which can serve as a guide for professional development during the initial stage of professionalization after graduation. The results of the research proved an increase in professional motivation among students. According to the authors, the “Professional Portfolio” technology allows graduates to assess the level of their professional competencies based on existing reflective skills using the proposed set of diagnostics, it provides an opportunity to clearly present personal and professional achievements by the time of graduation, and also determine the vector of further professional development.
Keywords: pre-service teachers’ professional readiness development, language teacher, vocationally-oriented technologies, professional portfolio
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Issue: 2, 2026
Series of issue: Issue 2
Rubric: METHODOLOGY AND TECHNOLOGY OF PROFESSIONAL EDUCATION
Pages: 98 — 109
Downloads: 25