In Higher Education institutions there is a big difficulty in the e-portfolio construction strategy. There is no balance between the ideas of the e-portfolio as a process – a philosophical document of the learning process, and the e-portfolio as a product – a presentation of goals achieved. In a teachers education paradigm this situation ends up aiming to concentrate on the certification of competences (Barrett, 2003; Cano, 2005; Shulman, 1999).

We claim, therefore, for the need of a teacher education process balancing the certification of competences and the learning process where students –future teachers – are in the centre. We believe this is possible through the use of the e-portfolio, based on five stages – collection, selection, reflection, direction and presentation all of them sustained by the assessment allowing holistic and reflective learning (Barberà & Martín, 2009; Barrett, 2006, 2011; Barrett & Garrett, 2009; Stefani, Mason, & Pegler, 2007).

In this regard, creating an e-portfolio takes five stages requires the four dimensions of knowledge essential to develop proficiencies considered as “knowing by doing” being used in an suitable way according to the context. Helped by the teacher the student collects of evidences (collection) and evaluates them. He shows those that are well constructed. He makes a reflection about his work, recognizing the goals achieved, identifying the difficulties found and presenting possible competences to be developed (reflection). The teacher offer feedback and feedforward to the student giving him the opportunity to improve his performance outlining strategies and goals that sustain the learning processes (projection/direction). Finally the student is invited to present and share his e-portfolio to the teacher and his peers (presentation).

Thus the e-portfolio is established on the constructive model to promote reflection, evaluation, direction and understanding, involving the student in a lifelong learning process. E-portfolio is then a thoughtful activity that increases self-judgment but also the judgment about others where social bias is present.

The main question of the investigation is: How does the construction of the e-portfolio allow the balance between student-centred learning (teacher education) and certification of competences? In this regard, we set up four questions: (1) How can the construction of the e-portfolio promote the development of reflection?; (2) How can the organization of the e-portfolio support the digital competence?; (3) How can the structure of the e-portfolio foster the balance between formative and summative assessment?; (4) How can the e-portfolio construction favour learning communities?

Consequently, the investigation has the following goals: (1) to see how the construction of the e-portfolio promotes the development of reflection; (2) to examine how the organization of the e-portfolio supports the digital competence; (3) to inquire how the structure of the e-portfolio promotes the balance between formative and summative assessment; (4) analyse how the creation of the e-portfolio favours learning communities.

Bárbera, E., & Martín, E. (2009). Portfolio eletrónico: Aprender a evaluar el aprendizaje. Barcelona: Editorial Universitat Oberta de Catalunya. Barrett, H. (2003). Presentation at first international conference on the e-portfolio. Retrieved from http://electronicportfolios.com/portfolios/eifel.pdf. _______ (2006). Using electronic portfolios for formative / classroom-based assessment. Retrieved from http://electronicportfolios.com/portfolios/ConnectedNewsletter-final.pdf. _______ (2011). Balancing the two faces of e-portfolios (2ª ed.). Education for a Digital World: Advice, Guidelines, and Effective Practice from Around the Globe. Retrieved from http://electronicportfolios.org/balance/balancingarticle2.pdf. Barrett, H., & Garrett, P. N. (2009). Online Personal Learning Environments: Structuring Electronic Portfolios for Lifelong and Life Wide Learning. On the Horizon, 17(2), 142-152. Retrieved from https://docs.google.com/Doc?id=dd76m5s2_39fsmjdk. Cano, E. (2005). El portafolios del profesorado universitario – Un instrument el desarrollo profesional. Barcelona: Educación Universitaria – Octaedro / Instituto de Ciencias de la Educación – Universidad de Barcelona. Shulman, L. (1999). Portafolios del docente: Una actividad teórica. In N. Lyons (Org.), El uso de portafolios – Propuestas para un nuevo profesionalismo docente (pp. 45-62). Buenos Aires: Amorrortu. Stake, R. E. (1995). A arte da investigação com estudos de caso (2ª ed.). Lisboa: Fundação Calouste Gulbenkien. Stefani, L.; Mason, R., & Pegler, C. (2007). The educational potential of e-portfolios. Supporting personal development and reflective learning. London e New York: Routledge Taylor & Francis Group.