eportfolios
The work with your ePortfolio is longitudinal. It starts during the compact course and it continues along the whole project. The aim of this instrument is to document your learning process while using digital resources for your professional development. Your ePortfolio should include: a) an introduction of yourself, b) selected activities from the interactive tutorials, and c) selected activities from the compact course and the study week. In the first interactive tutorial you find information and resources to start working with this tool.
"An ePortfolio (electronic portfolio) is an electronic collection of evidence that shows your learning journey over time. Portfolios can relate to specific academic fields or your lifelong learning. Evidence may include writing samples, photos, videos, research projects, observations by mentors and peers, and/or reflective thinking." (Barrett, 2010)
My teaching ePortfolio is open to the public. Since an ePortfolio can be a powerful tool to foster CPD and its development requires time and dedication, I decided to conceive it as my professional website. I describe myself as a language teacher, a language learner, teacher educator and researcher (I want to become one). This is a working document created with google sites, which I consider a very user friendly web page creator. My ePortfolio is not finished because I continue adding information that is relevant for my CPD. I enjoy developing my website and I like the fact of being present worldwide, which opens doors for future job opportunities. In this sense, I encourage you to develop yours beyond ProPIC as well!
You surely recognize the sculpture on the picture. This moving object, made by Hein Sinken in 1972 represents for me a mindset of constant movement, search and learning. In my opinion, teachers must remain learners and this attitude is shared by all ProPIC partners. In an ePortfolio you can document this process and add valuable information that illustrates your professional education, experience and beliefs.
