Abstract:

This article focuses on the role, position and assessment of a student portfolio. Creating a student portfolio exceeds the length of one semester, as well as the scope of one university course. To build his or her portfolio, a student uses theoretical knowledge gained during the studies of pedagogical and psychological disciplines and scientific disciplines of the teaching qualification subjects. It is therefore necessary for a student to build his or her portfolio continuously during the semester and to integrate all projects that he or she has worked on, as well as to meet the requirements set out by the university professor to receive good assessment, to integrate all information presented during lectures and seminars related to the topic of the portfolio and to use other material that will improve the student's future studies and the realization of his of her supervised practice teaching. The importance of the supervised practice teaching portfolio is apparent not only during university studies and the realization of the practice teaching, but it is also beneficial when applying for jobs and for the subsequent educational work of the graduate – teacher. Information included in the portfolio can be used for the preparation for a particular class, in its realization, as well as while dealing with various educational difficulties of the graduate's students. The portfolio therefore becomes a manual and a guidebook for the educational work of a young teacher. In its conclusion the article presents students' opinions on creating and using a portfolio in the educational process at a university and in the realization of supervised practice teaching.

Keywords:

University student, student portfolio, survey of students' opinions.