Abstract
The monograph has a character of theoretical and empirical study. The theoretical background includes a reflective approach to teacher education and the theory of a professional portfolio.
It is based mainly on Francophone professional sources. The monograph includes a reflective descriptive case study of implementation and utilization of pedagogical portfolio within the elementary school teacher programme.
The aim of the study was to describe and reflect upon the professional portfolio in a specific conceptual design in its complexity, authenticity, and evolution dynamics. The pedagogical portfolio was introduced as an effective tool for the development of reflective thinking by teacher students, including reflections of professional study and the development of professional identity.
It was identified that this tool supports the integration of the contents and results of the professional studies of students who study multiple subject disciplines and supports the authentic assessment of teacher students.