Abstract
This article presents the experience of techno-pedagogical and instructional design that includes authentic assessment of teacher competencies in a Child Development Psychology course that is part of teacher education curriculum in Mexico. The competency approach adopted in this model is grounded in socio-constructivism and situated cognition and is learner-centered. Teaching competencies are assessed by an electronic portfolio with evidence of the work developed over a semester by trainee teachers. From the perspective of the teachers, the results are very favorable towards this proposal of teaching and authentic assessment of competencies during the process of teacher education at preservice level.
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