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This research aims to present the meanings and interpretations of the oral accounts and written testimonies of the future teachers of the Pedagogy of National and Foreign Languages (PINE) career, presenting the student portfolio as a tool that enhances shared learning, from the experiences of teachers in training in the period May-September 2020. In the methodological aspect, the qualitative paradigm and the hermeneutic method were used, for this a semi-structured interview and content analysis were applied. The instruments applied were the interview guide and the student portfolio respectively; same that were analyzed from the following categories: activities that promote the axiological dimension, activities that stimulate reflection and activities that promote the role of the student. The main conclusion of this investigative process is that the portfolio is conceived as a didactic tool for shared and permanent learning; For its effectiveness, a look with a proactive perspective of the teacher and axiological of the student is required, in such a way that the teacher in training is enriched as a student and is didactically nurtured as a future teacher-researcher., Esta investigación tiene como objetivo presentar los significados e interpretaciones de los relatos orales y testimonios escritos de los futuros docentes de la carrera de Pedagogía de los Idiomas Nacionales y Extranjeros (PINE), presentando al portafolio estudiantil como una herramienta que potencia el aprendizaje compartido, desde las vivencias de los docentes en formación en el periodo mayo-septiembre 2020. En el aspecto metodológico, se empleó el paradigma cualitativo y el método hermenéutico, para esto se aplicó una entrevista semiestructurada y el análisis de contenido. Los instrumentos aplicados fueron la guía de la entrevista y el portafolio estudiantil respectivamente; mismos que se analizaron a partir de las siguientes categorías: actividades que fomentan la dimensión axiológica, actividades que estimulan la reflexión y actividades que fomentan el protagonismo del educando. La conclusión principal de este proceso indagatorio es que se concibe al portafolio como una herramienta didáctica de aprendizaje compartido y permanente; para su efectividad se requiere de una mirada con perspectiva proactiva del docente y axiológica del estudiante, de tal manera que el docente en formación se enriquece como estudiante y se nutre didácticamente como futuro docente-investigador.

Sodobni šolski sistemi tako v svetu kot v Sloveniji močno poudarjajo naprednejše in inovativnejše učne pristope, ki naj bi jih učitelji poskušali v čim večji meri vključevati v svoj pouk. Mednje med drugim sodi tudi medpredmetno povezovanje, ki naj bi pripomoglo k celovitejšem, kompleksnejšem in trajnejšem znanju. Poleg tega naj bi učitelj pri svojem pouku uporabljal metode, ki spodbujajo avtonomijo učenca in njegovo samoiniciativnost, hkrati pa je priporočljivo krepiti tudi njegovo samokritičnost in sposobnost samoocenjevanja. Eden od pristopov, ki spodbujajo našteto, je tudi pristop portfolijo učenca, s katerim se v povezavi z medpredmetnim povezovanjem ukvarjamo v tem magistrskem delu. Glavni namen tega magistrskega dela je bil raziskati uporabo pristopa portfolijo učenca kot učne metode pri pouku geografije in angleščine v gimnaziji. V ta namen smo pripravili tudi konkreten vzorčni primer portfolija, pri katerem smo medpredmetno povezali omenjena šolska predmeta, nato pa smo z metodo intervjuja še poskušali pridobiti mnenje učiteljev o uporabnosti tega pristopa pri pouku obeh predmetov. Current national curricula around the world, including Slovenia, strongly promote more progressive and innovative learning approaches which teachers are supposed to incorporate in their teaching process as much as possible. One of these approaches is also cross-curricular integration which contributes to a more complex and long-lasting knowledge. Furthermore, teachers should include the methods that encourage students’ autonomy and their self-initiative, while strengthening their self-criticism and self-evaluation skills. Such approach is, for example, the student’s portfolio learning approach. In this thesis, the connection of both approaches is dealt with, the cross-curricular integration and the student’s portfolio approach. The overall aim of the thesis is to research the ways of use of the student’s portfolio as a learning approach in Geography and English in grammar school. For this purpose, a sample portfolio was prepared in which both school subjects were integrated. Afterwards, this portfolio was used for conducting interviews with teachers, where the emphasis was on their opinions about the use and usefulness of the student’s portfolio in Geography and English lessons.

The paper examines the importance of digital culture to the education system. There are problems based on the experience of implementing disciplines with maximum involvement of digital technologies. An analysis of the underlying causes of incorrect sociocultural interactions is provided. Possible solutions to this problem are provided В статье рассматривается значение цифровой культуры для системы образования. Отмечаются проблемы, основанные на опыте реализации дисциплин с максимальным привлечением цифровых технологий. Приводится анализ причин, лежащих в основе некорректных социокультурных взаимодействий. Приводятся возможные пути решения данной проблемы. Публикуется при финансовой поддержке гранта РФФИ № 20-413-660013 р_а «Прогнозирование профессионального будущего студенческой молодежи в цифровую эпоху»

p. 68 - 79 Empowerment pedagogy encourages student-centered teaching practices, and enhances critical thinking, knowledge construction, and learning autonomy (Freire, 1970). This qualitative study, based on content analysis, aims at describing students’ constructionist reflections in terms of the use of their portfolios in a reading comprehension class of the Agronomy major of three different student populations in the II Semester 2014, I Semester 2015, and I Semester 2016 at Instituto Tecnológico de Costa Rica, Sede Regional San Carlos. In the course of three semesters (16 weeks per semester) of the class Inglés Técnico para Agronomía, data were collected through a semi-structured questionnaire, and a reflection narrative at the end of the class of two types of portfolios: a vocabulary portfolio, and a reading comprehension portfolio. Results indicate the importance of learning independence, the challenge of creativity and critical thinking development, and the significance of applied content (theory vs. practice). Overall, students favored the use of portfolios yet they recommend focusing more on reading comprehension and vocabulary (content-based) rather than creativity; as well as transitioning from paper-based to digital-based portfolios, and promoting collaborative work for the portfolio meaning-making process. La pedagogía de empoderamiento promueve las prácticas pedagógicas centradas en el estudiante, el pensamiento crítico, la construcción del conocimiento y la autonomía del aprendizaje (Freire, 1970). Este estudio cualitativo, basado en el análisis del contenido, describe las reflexiones construccionistas de los estudiantes sobre el uso de portafolios en una clase de comprensión de lectura en inglés de la carrera de Agronomía de tres poblaciones diferentes de estudiantes en el II semestre 2014, I semestre 2015 y I semestre 2016 del Instituto Tecnológico de Costa Rica, Sede Regional San Carlos. Durante los tres semestres (16 semanas por semestre) de la clase de Inglés Técnico para Agronomía, los datos fueron recolectados a través de un cuestionario semi-estructurado y una narrativa reflexiva al final de la clase de dos tipos de portafolios: un portafolio de vocabulario y un portfolio de comprensión de lectura. Los resultados indican la importancia de la autonomía del aprendizaje, el desafío de la creatividad y el desarrollo del pensamiento crítico, así como, la importancia de la puesta en práctica del contenido (teoría vs. práctica). Los estudiantes favorecieron el uso de portafolios; sin embargo, recomiendan enfocarse más en la comprensión de lectura y el vocabulario (contenido) en lugar del desarrollo de la creatividad, usar portafolios digitales en lugar de físicos y promover el trabajo colaborativo para el internalizar el proceso del portfolio. Medellín

This article discusses the reformations of general curriculum that Alverno College in Milwaukee, Wisconsin, have made since 1969. The characteristics of the curriculum are as follows.（1）The goal of the curriculum is to go beyond knowing to be able to do the eight abilities which are communication, analysis, problem solving, valuing in decision-making, social interaction, developing a global perspectives, effective citizenship, and aesthetic engagement.（2）These abilities or learning results derive from the consideration of the problems that the graduates would encounter after undergraduate education.（3）As a result of introducing the abilitybased curriculum, the teaching methods of the faculty were forced to change from their lectures to students' performances.（4）The faculty designed the general framework of of six developmental levels in order to assess the learnings of the students.（5）Using a variety of portfolios, the students are expected to reflect on what they learned.（6）The administration of Alverno College took the leadership of the reformations and made arrangements for the faculty to learn the new teaching methods by setting up Faculty Institute, Assessment Center, and so forth. The author believes that the success of Alverno reformations was caused by both mutual consent among the faculty and the backward design approach to curriculum.

As scientists it is our duty to fight against obscurantism and loss of rational thinking if we want politicians and citizens to freely make the most intelligent choices for the future generations. With that aim, the scientific education and training of young students is an obvious and urgent necessity. We claim here that Hydra provides a highly versatile but cheap model organism to study biology at any age. Teachers of biology have the unenviable task of motivating young people, who with many other motivations that are quite valid, nevertheless must be guided along a path congruent with a 'syllabus' or a 'curriculum'. The biology of Hydra spans the history of biology as an experimental science from Trembley's first manipulations designed to determine if the green polyp he found was plant or animal to the dissection of the molecular cascades underpinning, regeneration, wound healing, stemness, aging and cancer. It is described here in terms designed to elicit its wider use in classrooms. Simple lessons are outlined in sufficient detail for beginners to enter the world of 'Hydra biology'. Protocols start with the simplest observations to experiments that have been pretested with students in the USA and in Europe. The lessons are practical and can be used to bring 'life', but also rational thinking into the study of life for the teachers of students from elementary school through early university.

El presente trabajo se enfoca en el papel que juega la motivación para el desarrollo de la CL en español como lengua extranjera. El objetivo principal del presente trabajo es explorar cómo los diferentes componentes de un curso de lectura literaria afectan la motivación para desarrollar la CL. Para ello, se hizo un estudio de caso de dos estudiantes suecos de español como lengua extranjera en una escuela secundaria situada en Sollentuna, Suecia. La investigación se basó en los portafolios de los estudiantes, así como cuestionarios y entrevistas semi-estructuradas realizadas con los mismos participantes. En los análisis de los datos se aplicó una combinación del método cualitativo, interpretativo y el cuantitativo para tratar de entender mejor y explicar los conceptos en cuestión desde el punto de vista de la totalidad del contexto de aprendizaje. Los resultados del estudio sugieren que el desarrollo de la CL está en correlación con la motivación resultativa e intrínseca, mientras que la predominante orientación motivacional del alumno no tenía un papel significativo para los resultados de aprendizaje en nuestros participantes. Por otra parte, tales elementos del curso como la posibilidad de elegir la tarea o el material, el uso de textos multimodales, la integración de las destrezas y una continua retroalimentación tuvieron un efecto positivo en la motivación para desarrollar la CL. Los resultados del presente estudio pueden contribuir a una mejor comprensión de lo que crea la motivación, y como tal, servir como base para sugerencias para la enseñanza de literatura en L2. En las conclusiones se marcan posibles líneas de investigación futuras. The present research paper focuses on the role of motivation of the L2 learners for the development of literary competence (LC). The overall aim of this investigation is to explore how different components of a literary reading course can influence the students´ motivation to develop the LC. The present paper is a case study of two Swedish students of Spanish as a foreign language in a secondary school situated in Sollentuna, Sweden. The investigation uses a combination of qualitative, interpretive and quantitative methods and attempts to understand the concepts under analysis within the learning context in its entirety. The materials to be analysed are the student reader’s portfolios, as well as questionnaires and semi-structured interviews carried out with the same participants. The results of the study suggest that the development of the LC is in correlation with the resultative and the intrinsic types of motivation, whereas the predominant motivational orientation of the learner was not found to play a significant role for the learning results of the participants. On the other hand, the motivation to develop the LC was positively affected by such course elements as a possibility to select a task or material, the use of multi-modal texts, integration of language skills and a regular individual feedback. The findings of this study add to the understanding of what creates the learner’s motivation, and also may serve as a base for suggestions for a competence-based literature teaching in a foreign language classroom. In the conclusions of this dissertation, possible directions for future research are outlined.

We measure friction in the matching of students and law schools as the number of unnecessary student applications and school admissions that have to be undertaken per actual matriculation. We show that friction increases with student and school attractiveness, but decreases for top schools and students. We discuss connections with the literature on frictional matching.

S'ha introduït el portafoli com a instrument d'autoprenentatge i acreditació en dues modalitats diferents: el portafoli d'aprenentatge de l'estudiant i el portafoli docent del professor. El primer s'ha aplicat per al desenvolupament de quatre competències transversals (comunicació oral davant d'un auditori, comunicació escrita, cerca d'informació-ús de noves tecnologies i treball en equip) en els estudiants de cinquè curs de Biologia de la Universitat Pompeu Fabra durant els cursos 2003-04 i 2004-05. Es presenta la guia elaborada, el procés d'implementació, les actituds i satisfacció dels participants (estudiants i tutors) i un estudi d'objectivitat de la seva avaluació. Els resultats positius obtinguts han propiciat l'extensió de l'exercici des de l'inici de la carrera. Paral·lelament, s'ha invitat al professorat a confeccionar el seu portafoli docent mitjançant l'elaboració i distribució d'una guia del portafoli docent., Portfolio as a learning and accreditation tool has been introduced at the Faculty of Heath & Life Sciences at Pompeu Fabra University in two different applications, student portfolio and teaching portfolio. Student portfolio has been applied to support some generic skills development (oral communication, written communication, information search, high technologies use and team work) at the 5-year Biology course students, during two academic years (2003-04 and 2004-05). We present portfolio's guide, implementation process, satisfaction and attitudes of all participants (students and tutors) and objectivity's investigation of the assessment process. As a result, we have obtained positive outcomes that have supported the decision of extending the portfolio experience from the very beginning of the career. On the other side, faculty was invited to start its own teaching portfolio with the support of a teaching portfolio guide.

The Universitat Politécnica de Catalunya, UPC-BARCELONATECH (http://www.upc.edu), is a technical university that teaches engineering, architecture and optometry degrees. RIMA project (http://www.upc.edu/rima) has been created as a meeting point for Communities of Practice (C&P) at UPC-BARCELONATECH in research devoted to teaching and learning methodologies. RIMA project includes Student Portfolio Community of Practice, GTPoE, focused on portfolio design models and templates. The main goal of GTPoE is to help teachers and students in developing portfolios as an authentic and holistic assessment tool in the frame of European Higher Education Area (EHEA) degrees and masters. GTPoE allow teachers and students to show and share works and examples according to Autonomous Learning (AL) level, as well as exchange experiences and results by creating a Decalogue of Good Teaching Practices, to improve student's portfolio performance.This work provides an approximation to research, based on fundamental aspects that a lecturer might consider to include in a student learning portfolio optimised for common activities in engineering and optometry degrees, essentially describing a relation of good practices. Portfolio experience can be easier applied to other subjects once the GTPoE site contains storage of some examples of using the portfolio in subjects in engineering and optometry degrees. This collection will be also very resourceful for other lecturers and students who have to introduce the tool. Generally, portfolio activity assessment is carried out by means of a survey, in which students can identify the strengths and weaknesses to guarantee the continuous improvement of their performance through portfolio development, in a progressive way to integrate academic knowledge and professional skills.