Improving The Methodology Of Developing Literary Competence In Future Primary School Teachers On The Basis Of Reflective Tasks And Creative Portfolio Technology
DOI:
https://doi.org/10.57033/mijournals-2026-4-0305Keywords:
literary competence, future primary school teacher, reflective task, by/4.0/) creative portfolio, literary text, children’s literature, methodological transfer, assessment criteriaAbstract
The article examines the pedagogical effectiveness of reflective tasks and creative portfolio technology in developing literary competence among future primary school teachers. Reflective tasks are interpreted as learning and Received: 10-05-2026 methodological activities aimed at understanding, analysing, interpreting and Accepted: 28-05-2026 evaluating literary texts, as well as drawing methodological conclusions. A Published:09-06-2026 creative portfolio is substantiated as a developmental technology that integrates students’ reading experience, analytical work, creative products, methodological designs and self-assessment results. The study links official normative documents, literary education methodology, children’s literature materials and scientific- methodological views on task systems. The article shows reflective tasks and portfolio technology as a mechanism for transferring the student’s literary Copyright: © 2026 by the authors. knowledge into pedagogical activity. The analysis and results systematise the Submitted for open access publication components of literary competence, the types of reflective tasks, portfolio products under the terms and conditions of the and expected pedagogical outcomes. The conclusion offers methodological Creative Commons Attribution recommendations for the use of reflective tasks and creative portfolios in higher (CC BY) license pedagogical education. (http://creativecommons.org/licenses/References
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