Student Portfolio - A Tool to Achieve Quality in Training

• Author: David, L. T. - Hein, M.
• Position: Faculty of Psychology and Educational Science, Transilvania University of Brasov - International Relations Office, Tallinn University of Technology
• Pages: 169-174

Bulletin of the Transilvania University of Braşov • Vol. 5 (54) No. 1 - 2012

Series VII: Social Sciences • Law

STUDENT PORTFOLIO – A TOOL TO

ACHIEVE QUALITY IN TRAINING

L. T. DAVID1 M. HEIN2

Abstract: The key objectives that contribute to quality placement and good

practical e ducation are summarized by the following requirements: precise

learning objective s, clear identific ation of rights and obligations of each of

the partners involved, written and signed agreement, repeated contact

between partners and feedback, documentation of student activities and

formal recognition of the placement. In order to comply with the

requirements and to secure a quality learning exper ience for students the

portfolio of the students may and should represent not only a way to register

activities during placement but also a complete kit of all the documents

needed by the parties involved.

Key words: students’ pl acement, portfolio, career plan, quality in higher

education.

1 Faculty of Psychology and Educational Science, Transilvania University of Braşov.

2 International Relations Office, Tallinn University of Technology.

1. Introduction

Students' placement is an activity that

allows students to put into practice

theoretical knowledge that he/ she acquired

during university studies and to form new

and complex competencies. The main

objective of practical placement is to offer

opportunities to int eract with professionals

from the domain the students are studying.

From the learning point of view, practical

placement is a special learning activity

because i t takes pl ace outside the

university space (which represents the

traditional frame for learning) and implies

the involvement of three entities:

university, enterprise and the student.

Leaning process during placement has

some characteristics that are di fferent from

learning in academic institution and in the

same time completes and supplies

opportunities that contribute to a better use

of theoretical knowledge. Leaning d uring

placement is more collaborative comparing

with individual learning in university.

Working in co-operation with colleagues is

promoted but in the same time the student

is required to do a job by him/ herself.

Learning during placement produces

implicit and tacit knowledge that generates

specific competencies. The student is

viewed as an employee and sometimes he/

she may be confronted with challenges and

tasks that are completely new. Diversity of

learning opportunities is strongly

encouraged. The st udent is involved in

extra work and in an extra study context

that promote specialisation. Theories

regarding leaning during practical

placement received different names such

as apprenticeship theory or situative

theory, but regarding the name, all authors