Learning Portfolio and Proactive Learning in Higher Education Pedagogy

Tamás Köpeczi-Bócz


Industry 4.0 requires highly skilled, sophisticated workers and entrepreneurs, and continuous training is essen-tial for them, and its scene is increasingly shifting to higher education. For this reason, higher education peda-gogy must go through continuous innovation. In this article, we present a model experiment of VET teacher training, which consists of a so-called proactive learning method and a portfolio-based evaluation process. In the pedagogical model, the student-teacher relationship focuses on the preparation process before the classroom meeting. During proactive learning, the student prepares for the lesson using ICT systems, gets to know his / her classmates, collects and processes data. By combining his impressions, his own written works, his reflec-tions during the learning process, he creates a kind of developmental history and work description, which is the actual portfolio. Portfolio as an assessment method is an integral part of the proactive learning model. Portfolio implementation requires a proactive learning model, and in this model, portfolio is the most appropriate as-sessment method. One of the aims of our experiment is to investigate whether performance measurement in higher education pedagogy can be carried out through portfolio-type evaluation. Another aim of our experiment is to examine whether the efficiency of knowledge transfer in higher education pedagogy can be improved through a proactive learning process.


Academic development, Active learning, Assessment of learning, Blended learning, Bloom's taxonomy, Classroom design, Classroom management, Collaborative learning, Conceptions of teaching, Construction of knowledge, Co-operative education, Critical thinkin

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International Journal of Engineering Pedagogy (iJEP) – eISSN: 2192-4880
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