Adaptation and use of portfolio for reflexive and autonomous learning in english pedagogical practices

Abstract

The Initial Teacher Training approaches have been characterized by the introduction of teaching tools that provide students with reflexive and autonomous learning capabilities. But this is not a fact in Angolan context. Therefore, this paper endeavours to adapt and use the Portfolio for Students Teachers of English in the Instituto Superior de Ciências da Educação de Luanda (ISCED-POSTE) in English course settings. For this purpose, we used a quantitative and a qualitative methodology, with emphasis on the thematic analysis used to assess the interviews. The analysis of the relative frequencies shows that, with 38%, the Self-Assessment/Resource section was the category upon which respondents have most reflected. Accordingly, participants inferred that the ISCED-POSTE tool stimulates students’ creativity, promotes reflexive and autonomous learning, and helps to organize learning process. Consequently, observed participants endorsed the use of the ISCED-POSTE in English course contexts. Hopefully, this research will be used as a model for other Initial Teacher Training contexts that are clinging to traditional approaches in their teaching and internship activities.