Abstract

In initial teacher training, the acquisition of disciplinary and pedagogical learning of the future teacher are considered relevant when evaluating their training process in higher education, especially when their professional performance in progressive and final practice is reflected at the time of respond to the demands and needs related to educational reality. The foregoing can be evidenced through an educational portfolio. The educational portfolio can be defined as a collection of printed or digital resources (reports, work guidelines, photographs, videos, etc.) related in this case to the pedagogical task, and represents an opportunity for the future teacher to make a critical reflection of their actions regarding the teaching-learning process, which is subject to their participation and deliberation when entering the educational center. The chapter seeks to demonstrate the relevance of the use of the portfolio in initial teacher training, where the dialogical collaboration between the teacher and the future teachers, and the latter with the students, allow, among other aspects, to promote reflective practice, share their achievements or experiences obtained from their professional environment so that individual and collective analysis can tend to improve their performance in their future professional practice, a space where autonomy and pedagogical decisions are critical elements of success for their insertion in education. The compilation of information of a documentary and investigative nature will enrich the argumentative compilation nature of the subject in question, with the aim of exhibiting different views on the contributions of the educational portfolio to the praxis of the future teacher, which would certainly lead to evaluating its incorporation in undergraduate training at the Faculty of Education of the University of Concepción.