Uzbekistan state world languages university

2. Foreign Language Teacher Portfolio Description

The literature has highlighted a number of outstanding benefits for educators using professional portfolios as a learning tool, such as increased awareness of subjective theories, generating professional and fundamental reflections on self and pedagogical excellence, and learning at a higher level. It considers levels including understanding, research, problem-solving, and creativity-building. In addition to the competencies described in the portfolio, it may perform other parts. It provides essential tools for evaluating individual achievement goals and projects. This work provides portfolios with qualifying reasons that are already more often emphasized in relation to business issues (Reynolds, 2000). Portfolio proposals also include explanatory work that appears to be of outstanding value in the form of venture evaluation and innovation. A portfolio is a tool that can help reduce burnout early in your teaching career. In view of this basic view of intelligence, it would be useful to introduce an etymological undergraduate academic curriculum to enable aspiring teachers to create and use procedures for professional development and restraint.

When constructing portfolios, experts who can provide meaningful results of FL expansion sought to ensure that teachers' portfolios were not scrapbooks full of colorful drawings and catchy captions (Tucker et al., 2002; Brews). et al., 2003). After that, rules were created to clarify the prerequisites for instructors to develop and maintain portfolios. Reason FL authorizes the following once portfolio components are submitted to the faculty for inclusion in the portfolio. - Title page with basic data about portfolio content and portfolio author (title, email, phone, instructions, work and school). – Portfolio Direct consists of two parts: Author Promise and Table of Contents. The previous entry provides an overview of the contents of the portfolio (a brief description of the objectives of the portfolio plan, the opening itself, and the learning objectives), and the last entry shows the organizational and content structure of the open portfolio. Inspiration to include in experiences and engagement projects (inspiration and preparation for teaching a foreign language, years of study, years of remote dialect learning, course images (number of subjects, gender, school performance, remote dialect participation), etc.), external dialect class summaries, grading, Homework and material resources - follow-up: observation/monitoring of document formats and materials such as translations, photographs, and children's topics most appropriate for remote dialect introduction (planned for selected groups, one test class)