Abstract:

The article presents a review on some options for student teachers’ inclusion into extracurricular activities organized by the University of Ruse “Angel Kanchev” (Bulgaria). It focuses on the club activities at the University. Presented here is a structural and content model of a Portfolio which records and verifies the extracurricular activities which student teachers participate in.

1 Introduction:
„Optimizing the Training of Student Teachers through the Use of Extracurricular Activities“ project took place at the University of Ruse in 2018/2019 academic year. In that period we created a formal document (Portfolio) which to ensure some kind of priority to our active students when applying for a work position.

2 Methodlogy:
Two enquiry forms were designed and used in the survey: one for student teachers and one for alumni who are professionally successful in the field of study. The aim of the survey was to find out to what extent the Portfolio for their Extracurricular activities at the University was helpful for their professional realization and competitiveness. 38 students (1st – 4th year of study) at the University of Ruse and 38 Alumni were enquired.
We then designed a Model of an Individual Portfolio for student teachers which to record their extracurricular activities at the University. The criteria and the indexes applied to assess their activity are to some extent universal, as they could be applied in a similar way at other educational institutions which incorporate informal practices into formal education.
The Structure and Content Model of the Portfolio for extracurricular activities has ten Sections: 1. Research work; 2.Participation in Seminars; 3.Project and program work; 4.Participation in International, National and Regional institutional competitions; 5.Participation in Student clubs and formations at the University of Ruse; 6.Participation in initiatives of the University structural Units, student clubs and formations at the University of Ruse; 7.Participation in initiatives of educational and cultural institutions; 8.Participation in charity and volunteering campaigns; 9.Publication of materials in the Student’s newspaper and periodicals; 10.Other extracurricular activities.

3 Results:
This model of a Portfolio for students’ participation in extracurricular activities, is a modification of a Learning Portfolio. It aims to store, classify and verify all the activities which a student has participated in during their study at the University. It motivates students to assess and get control over their extracurricular activity during their university studies, and it is periodically certified in a formal document. The Portfolio could provide the future employer with information about the additional professional competences that our trainee has gained through their extracurricular work at the University. The model is entirely in accordance with the Event University Calendar and the activities in which the student teachers at Ruse University participate.

4 Conclusions:
The Suggested Model of Portfolio could objectivize students’ individual achievements. This universal tool can be re-structured and adopted by students from other specialties at Ruse University, as well as by other universities where extracurricular activities take place, or by schools.

Keywords:

Extracurricular activity, club activities, student teachers, competitiveness skills, higher education.