THE REFLETIVE PORTFOLIO AS ASSESSMENT TOOL FOR LEARNING IN THE INITIAL TEACHER TRAINING PROCESS: CHALLENGES AND PERSPECTIVES

Abstract

The use of the reflective portfolio can be understood as the narrative space of the future teacher's thinking; that is, as a document of the expression and elaboration of their thoughts through challenges and perspectives. Faced with the many problems that plague the teaching-learning process, we decided to develop this study in the area of initial teacher training, as it constitutes a decisive stage and serves as the foundation for the entire formative journey. This research was conducted with the aim of explaining how the reflective portfolio can serve as an instrument for assessing learning during the initial training of teachers. The methodology used fits within an interpretative paradigm and adopts both qualitative and quantitative approaches. Data collection methods included observation, interviews, questionnaires, and mathematical-statistical procedures to build solid and logical foundations that ensure greater objectivity and accuracy for the study. The research revealed that the portfolio serves as a basis for examining efforts, meeting formal assessment requirements, and verifying student-teacher progress. As a tool for learning assessment, it offers advantages such as active participation in the evaluation process, facilitation of teachers' decision-making, support for professional development, encouragement of autonomy, enhancement of self-esteem, and stimulation of individual originality and creativity.