Abstract
This study offers an exhaustive theoretical review on the use of the teaching portfolio as a tool for reflection and evaluation in university teacher education. Through a meticulous documentary survey, a historical panorama is traced that covers the origins, foundations and the duality of perceptions about its usefulness and limitations from the point of view of teachers and students. The research aims to enrich the educational literary corpus and to serve as a valuable pedagogical resource for the continuous improvement of teaching practice. Using a qualitative methodology based on documentary analysis, this paper highlights the advantages of the teaching portfolio and underlines the need for future research focused on its specific implementation in the Colombian context. The objective is to direct teaching practice towards a reflective and self-critical approach, theoretically and scientifically grounded, to optimize the fulfillment of institutional academic objectives.
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