This paper is devoted to the issue of self-guided work as a learning activity of extramural pedagogical students majoring in preschool education. While the requirements towards future preschool teachers are being strengthened, there is a need to review the forms and technologies of pedagogical training and activate self-guided student work as an effective learning activity. Out-of-class self-guided work has a great educational potential, since allowing the students to develop the ability for independent research. In this paper the author shares some experience in organizing self-guided work among students, particularly, by using a thematic portfolio for training extramural students. This type of a portfolio is applied not only as traditional technology for evaluating the learning outcomes, but also as a technology for organizing the teaching and learning process. The author has analyzed theoretical reference sources and approaches applied by the Russian researchers in defining the role of a portfolio as a teaching and learning technology in various educational institutions. The analysis has showed consent among Russian scholars in using this self-guided learning technology in field-specific courses for extramural students. This work describes a thematic portfolio as teaching and learning technology, author’s experience in using a portfolio, its structure, content and functions. The paper is of a particular practical significance, since it presents an original model of a thematic portfolio and its approximate structure consisting of three parts, including 1) theoretical part (documents reflecting the theoretical component of a particular subject); 2) practical part (creative student projects and works on a subject); 3) productive part (learning results on a subject). The portfolio structure suggested by the author can be used to arrange self-guided student learning of other pedagogical disciplines. The structural elements of the portfolio make students focus on studying a certain subject’s theoretical component, its conceptual framework, on making a list of reference sources and on practicing the acquired theoretical knowledge in particular teaching situations. By applying the technology of a thematic portfolio, one meets major objectives of teaching the courses related to pedagogical theories and technologies of preschool education.
samostoyatel'naya rabota studentov, portfolio, tematicheskiy portfolio studenta, funkcii tematicheskogo portfolio, professional'naya podgotovka, kompetencii
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