Fostering Teachers’ Accountability in Their Continuous Profession Development Through Electronic Portfolios
DOI:
https://doi.org/10.5281/Keywords:
E-Portfolio, Continuing Professional Development, Teachers’ AccountabilityAbstract
Continuous professional development (CPD) is essential for teachers to maintain pedagogical effectiveness and adapt to evolving educational standards. In Uzbekistan, many educators, particularly foreign language teachers, struggle with a lack of accountability in managing their own professional growth, often relying on externally mandated training. There is limited practical implementation and research regarding tools that foster autonomous, reflective learning and accountability in CPD. This study aims to explore how electronic portfolios can promote teachers’ responsibility for their professional development through self-assessment, reflective thinking, and collaborative engagement. A mixed-method intervention involving 90 teachers from Andijan revealed that the structured use of e-portfolios enhanced awareness, peer feedback, and reflective practices. Over 30 participants successfully created and maintained portfolios, sharing teaching methods and learning resources, which led to improved motivation and professional autonomy. Unlike conventional training formats, the integration of e-portfolios introduced a metacognitive dimension to CPD, empowering teachers to critically analyze their teaching practices and learn from peers. The findings support the implementation of digital tools like e-portfolios as scalable and sustainable strategies for increasing teacher engagement and accountability in CPD. The study recommends the development of national frameworks and methodological resources to institutionalize e-portfolio use in teacher training programs across Uzbekistan.
References
[1] R. S. Johnson, J. S. Mims-Cox, и A. Doyle-Nichols, Developing portfolios in education: A guide to reflection, inquiry, and assessment. Sage, 2009.
[2] S. Yadav, «Designing Effective E-Portfolios for Authentic Assessment: Encouraging Reflection and Promoting Student Ownership», в Cases on Authentic Assessment in Higher Education, IGI Global, 2024, сс. 235–258.
[3] V. MacEntee и B. Garii, «E-portfolios in teacher education», в The E-portfolio paradigm: Informing, educating, assessing, and managing with E-portfolios, 2010, сс. 191–205.
[4] N. Strudler и K. Wetzel, «Electronic portfolios in teacher education: Forging a middle ground», J. Res. Technol. Educ., т. 44, вып. 2, сс. 161–173, 2011.
[5] B. Eynon и L. M. Gambino, High-impact ePortfolio practice: A catalyst for student, faculty, and institutional learning. Taylor & Francis, 2023.
[6] J. Dewey, How We Think. Boston: D.C. Heath, 1933.
[7] I. Abdullayeva, «Iroda’s E-Portfolio». [Онлайн]. Доступно на: https://padlet.com/abdullayevairodaxon96/iroda-s-e-portfolio-hsjfqni9s0amjjx5
[8] C. Shepherd и D. Bolliger, «Managing communication and professional development in online graduate programs with electronic portfolios», Online J. Distance Learn. Adm., т. 17, вып. 2, сс. 72–80, 2014.
[9] «Mental Journal». [Онлайн]. Доступно на: http://mentaljournal-jspu.uz/index.php/mesmj/index
[10] T. Meijumova, «Tatyana’s E-Portfolio». [Онлайн]. Доступно на: https://padlet.com/tanyuwa225/tatyana-s-e-portfolio-itbb2vzljm692zdh
[11] H. Barrett, «Researching Electronic Portfolios and Learner Engagement», J. Adolesc. Adult Lit., 2007.
[12] T. Karsenti, G. Dumouchel, и S. Collin, «The eportfolio as support for the professional development of preservice teachers: A theoretical and practical overview», Int. J. Comput. Technol., т. 12, вып. 5, сс. 3486–3495, 2014.
[13] J. A. Gordon и C. M. Campbell, «The role of ePortfolios in supporting continuing professional development in practice», Med. Teach., т. 35, вып. 4, сс. 287–294, 2013.
[14] R. S. Franco, C. A. G. D. S. Franco, O. Pestana, M. Severo, и M. A. Ferreira, «The use of portfolios to foster professionalism: attributes, outcomes, and recommendations», Assess. Eval. High. Educ., т. 42, вып. 5, сс. 737–755, 2017.
[15] B. Yusuf, «Using an e-portfolio for teaching and teacher continuous learning: A process for professional development enhancement», в Teacher empowerment toward professional development and practices: Perspectives across borders, 2017, сс. 295–307.
