The Methodology Of Maintaining An Electronic Portfolio In The Teaching Of Comparative Pedagogy

Abstract

The article substantiates a methodology for maintaining an electronic portfolio as a means of organising and assessing students’ learning activity in the discipline of comparative pedagogy within pedagogical higher education. The author proceeds from the thesis that comparative pedagogy, whose epistemic core consists not in the accumulation of information about foreign educational systems but in the mastery of the procedure of comparison itself, requires a form of learning record capable of preserving, structuring and rendering visible the cumulative analytical work of the student. The electronic portfolio is accordingly interpreted not as a digital repository of completed assignments but as a didactic system that integrates the collection of artefacts, their purposeful selection, reflective commentary and criterion-based assessment. Relying upon the comparative-analytical method, pedagogical modelling and the systemic approach, the study correlates the classical stages of comparative inquiry formulated by G. Bereday with the structural components of the learning portfolio and, on this basis, constructs a model in which each section of the portfolio corresponds to a distinct stage of comparative analysis. The stages of portfolio maintenance, the criteria of its assessment and the levels of reflective depth are defined. The concluding propositions determine the conditions under which the electronic portfolio becomes an instrument for forming the comparative-analytical competence of future teachers in Uzbekistan.