The Importance of Portfolio in Language Teaching and Methods of Using it

Abstract

This article describes experiences of using portfolios as an instrument for professional   development during a one-year pre-service teacher education course for language graduates. The context and the geographic point of the article is to identify fairly principally working process of portfolios. Author illustrates cognitive content of portfolios such as, a) identifying a trainee’s learning procedure over time, b) illustrating an individual’s district, c) the entertainment  complexity of pedagogue’s  life, d) primarily stimulate reflection. By this article reader can find answers on topic portfolios and how the brain characteristics influence trainees’ reflective skills.