Updating approaches to the personalization of professional training of specialists (level — SPO) in the context of developing a portfolio of achievements of a future teacher

The article discusses the main issues of updating approaches to the personalization of professional training of specialists at the vocational education and training level in the context of developing a portfolio of achievements of a future teacher. The relevance of using the student’s portfolio of achievements as a tool of a personally oriented and cumulative system for assessing professional readiness is substantiated. Special attention is paid to the issue of the structure and content aspects of the student’s portfolio of achievements, including the prospect of recording digital traces and self-presentation of a specialist to a potential employer. The purpose of the article. The purpose of the article consists in broadcasting the experience of developing the structural and substantive aspects of a student’s portfolio of achievements using the resources of a digital educational platform. Methodology and methods. The methodological basis of the article is the works of Boldysh S. K., Grineva I. S., Shestakova D. V. Methods: retrospective analysis of scientific and pedagogical literature; system-functional analysis of pedagogical experience. The main results of the study. The semantic content of the structural and substantive aspects of the student’s portfolio of achievements as a tool for a personally oriented assessment of the competencies of a future teacher (SPO) is revealed. The importance of accumulating materials for evaluating student achievements within the framework of employment prospects and building a career path is emphasized. Scientific novelty. The essence of the main directions of the future teacher’s preparation for conducting a model lesson at primary school is concretized as one of the stages of an independent assessment of the student’s competencies. Determination of the level of formation of general and professional competencies in the context of the professional formation and development of a graduate student, a future teacher. Practical relevance. The presented method to the application of ideas of updating approaches to the personalization of professional training of specialists at the secondary vocational education in the context of developing a portfolio of a future teacher. In addition, it includes the student’s learning experience as a participant in a reflective assessment of competencies within the framework of the mastered specialty served as the basis for organizing the educational process (mastering interdisciplinary courses and practice). Moreover, it deals with organized monitoring of achievements and the formation of the readiness of middle-level specialists to carry out professional activities in the specialty profile in the context of the accumulation of materials from the portfolio of achievements, including using the resources of the electronic educational platform.