About this paper

Appears in:
Pages: 6797-6802
Publication year: 2009
ISBN: 978-84-613-2953-3
ISSN: 2340-1095

Conference name: 2nd International Conference of Education, Research and Innovation
Dates: 16-18 November, 2009
Location: Madrid, Spain


A. Fourcade, M. Iglesias, C. Lapeña, I. Lozano, G. Merma

University of Alicante (SPAIN)
In this poster we describe and analyze the implementation of the methodology undertaken through the Portfolio. This tool has allowed us to develop in students of the BA in psychology from the University of Alicante skills of reflection and self-learning during the development of the core subject Psychology of Education, in the academic year 2007-2008. The aim was to encourage the development of student autonomous learning.

We report the objectives of the course:

1) Know the theoretical and epistemological framework of the subject
2) Delineate models of teaching and learning, taking into account the variables that affect the educational process.
3) Build a theoretical model from which they can carry out the psycho-educational intervention.
4) Incorporate basic research activities related to the subject of study.

The portfolio is a useful tool both for self and for the evaluation. The student makes a series of productions: a) Identification and analysis of collaborative conceptions of students on the theme of development, b) Analysis and evaluation of conceptual frameworks, current trends and scientific perspectives, c) Case study and analysis of the practice, d) Proposals and construction of conclusions, e) Review and evaluation.
In this model, we have worked on three levels: individual activity (reflection), small group activities (practices) and group-class (presentations and discussions).

The teachers took the role of guides and guiding students in their learning process, providing information, materials, books, time and dedication very personalized to each student.

The tool used for obtaining the results has been that 46 students answered the questionnaire voluntarily and openly. The questions focused on three topics: Benefits provided to them by this methodology, difficulties in developing the portfolio and to improve aspects.

The analysis of the narratives of the students has enabled us to assess, based on their perceptions and opinions, strengths and weaknesses of this methodology and evaluation system to improve the teaching-learning process within the European Higher Education Area framework.
In addition, the results obtained in this experience in which student’s reflexive portfolio show guarantee that students learn knowledge and competences this subject, through reflecting on practice. The portfolio is good methodology that adapt characterises proposals by European Higher Education Area.

author = {Fourcade, A. and Iglesias, M. and Lape{\~n}a, C. and Lozano, I. and Merma, G.},
series = {2nd International Conference of Education, Research and Innovation},
booktitle = {ICERI2009 Proceedings},
isbn = {978-84-613-2953-3},
issn = {2340-1095},
publisher = {IATED},
location = {Madrid, Spain},
month = {16-18 November, 2009},
year = {2009},
pages = {6797-6802}}
AU - A. Fourcade AU - M. Iglesias AU - C. Lapeña AU - I. Lozano AU - G. Merma
SN - 978-84-613-2953-3/2340-1095
PY - 2009
Y1 - 16-18 November, 2009
CI - Madrid, Spain
JO - 2nd International Conference of Education, Research and Innovation
JA - ICERI2009 Proceedings
SP - 6797
EP - 6802
ER -
A. Fourcade, M. Iglesias, C. Lapeña, I. Lozano, G. Merma (2009) AUTONOMOUS LEARNING WITH PORTFOLIO, ICERI2009 Proceedings, pp. 6797-6802.