October 2022
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In recent years, the portfolio as an evaluation tool and learning strategy has increased to respond to education’s challenges in the twenty-first century. Our research describes an experience using and assessing e-portfolios among first-semester students during initial teacher training. It considers their conception theoretically, the benefits they offer, and their typology. We used a mixed research approach with a descriptive scope, developed in two phases. The first phase involved using a work portfolio with the students reflecting on the acquired learning. In the second phase, we examined the perspectives of 41 students, using a questionnaire with closed (quantitative) and open (qualitative) questions developed on the Google Forms platform. The results were positive that the proposed assessment strategy to support learning worked. We recommend continuing to use the e-portfolio and promoting it as an integrating evidence repository for the courses throughout the student’s educational journey and, if possible, during their continuing professional training as a teacher.KeywordsConstructive evaluationE-portfolioTeacher trainingLearningHigher educationEducational innovation