The purpose of this article is to share the educational potentialities of the digital portfolio as a tool for learning and evaluation during the initial teacher training in order to understand how its use, linked to an active methodology, helps the development of new teaching skills for the century XXI. A challenge not without difficulties, but unavoidable in this change of time from which new pedagogical needs emerge. Through a case study, the experience promoted by a group of teachers from the University of Malaga is investigated in a set of subjects of 1st Child Education. An innovative project with nine years of life that places the axis in learning, transforming the teaching and evaluation processes. After a thorough analysis of the data, collected from observations, questionnaires, interviews and documentary analysis of the students' diary, it was discovered that the use of the digital portfolio helps, to a large extent, to focus the teaching-learning process on the students, promote reflection and development of the critical spirit, favor the reconstruction of practical knowledge and facilitate educational, formative and authentic evaluation. The results of this qualitative research provide information on a particular experience and, in addition, promote the study of good evaluation practices in the university, as well as the application of methodological strategies that favor the development of teaching skills adapted to the new times.

University education; Teacher education; Formative evaluation; Teacher qualifications; Case studies.