International Journal of Changes in Education

• Lambriex-Schmitz, P., Van der Klink, M. R., Beausaert, S., Bijker, M., & Segers, M. (2020). Towards successful innovations in education: Development and validation of a multi-dimensional innovative work behaviour instrument. Vocations and Learning, 13(2), 313–340. https://doi.org/10.1007/s12186-020-09242-4
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• Arasaratnam-Smith, L. A., & Deardorff, D. K. (2022). Developing intercultural competence in higher education: International students’ stories and self-reflection. US: Routledge. https://doi.org/10.4324/9781003229551
• Dervin, F (Ed.). (2024). Critical intercultural perspectives on higher education: Characterizing, critiquing and unsettling internationalization. US: Routledge. https://doi.org/10.4324/9781003567950
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• Yang, H., & Wong, R. (2024). An in-depth literature review of e-portfolio implementation in higher education: Processes, barriers, and strategies. Issues and Trends in Learning Technologies, 12(1), 65–101. https://doi.org/10.2458/itlt.5809
• Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2
• Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8, 422. https://doi.org/10.3389/fpsyg.2017.00422
• Dinsmore, D. L., Rakita, G. F., & Kulp, A. M. (2024). Promises and challenges in developing self-regulatory assessment and feedback practices in diverse higher education contexts. In C. Evans & M. Waring (Eds.), Research Handbook on Innovations in Assessment and Feedback in Higher Education (pp. 16–37). Edward Elgar Publishing. https://doi.org/10.4337/9781800881600.00009
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• Teng, M. F. (2025). Metacognition in Language Teaching. UK: Cambridge University Press.
• Liddicoat, Anthony J. (2024). Developing a critical intercultural perspective in language learning. Electronic Journal of Foreign Language Teaching, 21, 97–108. https://doi.org/10.56040/atld2121
• Zeichner, K. M., Darling-Hammond, L., Berman, A. I., Dong, D., & Sykes, G. (2024). Evaluating and Improving Teacher Preparation Programs. Consensus Report. National Academy of Education. https://doi.org/10.31094/2024/2
• Schön, D. A. (2017). The reflective practitioner: How professionals think in action. UK: Routledge.
• Sá-Chaves, I. (2007). Portfolios reflexivos: estratégia de formação e de supervisão. UA Editora. https://doi.org/10.48528/5mypba36
• Boyd, V., & Feeting, C. (2024). Blending belonging: Using an e-portfolio as a locus for the convergence of the foundations of belonging in tertiary education. Journal of Perspectives in Applied Academic Practice, 12(2), 24–34. https://doi.org/10.56433/jpaap.v12i2.603
• Stein, S., Andreotti, V., Restoule, J. P., Vukovic, R., McGregor, C., Pelton, L. F., … , & Mohajeri, A. (2025). Deepening relational capacity to confront the polycrisis in higher education and beyond. Higher Education Research & Development, 44(6), 1572–1587. https://doi.org/10.1080/07294360.2025.2525109
• Simmonds, S. (2024). Thinking decolonisation within teacher education: Curriculum as a relational space of becoming. In L. Ramrathan, S. Maistry, & S. Blignaut (Eds.), Critical reflections on teacher education in South Africa (pp. 17–37). Palgrave Macmillan. https://doi.org/10.1007/978-3-031-58090-1_2
• Villas Boas, B. M. de F. (2005). Portfólio, avaliação e trabalho pedagógico. Brazil: Papirus Editora.
• Black, P., & Wiliam, D. (2010). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 92(1), 81–90. https://doi.org/10.1177/003172171009200119
• Walland, E., & Shaw, S. (2022). E-portfolios in teaching, learning and assessment: Tensions in theory and praxis. Technology, Pedagogy and Education, 31(3), 363–379. https://doi.org/10.1080/1475939X.2022.2074087
• Colomer, J., Serra, T., Cañabate, D., & Bubnys, R. (2020). Reflective learning in higher education: Active methodologies for transformative practices. Sustainability, 12(9), 3827. https://doi.org/10.3390/su12093827
• Korthagen, F., & Nuijten, E. (2022). The power of reflection in teacher education and professional development: Strategies for in-depth teacher learning. US: Routledge.
• Caixia, L., Bakar, Z. A., & Qianqian, X. (2025). Self-regulated learning and academic achievement in higher education: A decade systematic review. International Journal of Research and Innovation in Social Science, 9(3), 4488–4504. https://doi.org/10.47772/IJRISS.2025.90300358
• Guntur, M., & Purnomo, Y. W. (2024). A meta-analysis of self-regulated learning interventions studies on learning outcomes in online and blended environments. Online Learning, 28(3), 563–584. https://doi.org/10.24059/olj.v28i3.4025
• Xu, X., Qiao, L., Cheng, N., Liu, H., & Zhao, W. (2025). Enhancing self-regulated learning and learning experience in generative AI environments: The critical role of metacognitive support. British Journal of Educational Technology, 56(5), 1842–1863. https://doi.org/10.1111/bjet.13599
• Arianto, F., & Hanif, M. (2024). Evaluating metacognitive strategies and self-regulated learning to predict primary school students’ self-efficacy and problem-solving skills in science learning. Journal of Pedagogical Research, 8(3), 301–319. https://doi.org/10.33902/JPR.202428575
• Muijs, D., & Bokhove, C. (2020). Metacognition and self regulation: Evidence review. Education Endowment Foundation. https://files.eric.ed.gov/fulltext/ED612286.pdf
• European Journal of Education and Pedagogy. (2024). The use of e-portfolios as a teaching, learning and assessment tool in higher education: Differing opinions among Ghanaian pre-service teachers and nurses. European Journal of Education and Pedagogy, 5(6), 35–45. https://doi.org/10.24018/ejedu.2024.5.6.858
• Zaabalawi, R. S., & Zaabalawi, J. (2024). Portfolios versus exams: A study to gauge the better student assessment tool. Language Testing in Asia, 14(1), 28. https://doi.org/10.1186/s40468-024-00296-y
• Doğan, Y., Yıldırım, N. T., & Batdı, V. (2024). Effectiveness of portfolio assessment in primary education: A multi-complementary research approach. Evaluation and Program Planning, 106, 102461. https://doi.org/10.1016/j.evalprogplan.2024.102461
• Farrell, T. S. (2025). ‘Bending Back’ to move forward: Contemplating reflective practice in TESOL. Teaching English as a Second Language Electronic Journal, 29(2). https://doi.org/10.55593/ej.29114s1
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• Ferreira, A. P. (2025). A educação intercultural na formação inicial dos professores de inglês do primeiro ciclo do ensino básico. PRATICA - Revista Multimédia de Investigação em Inovação Pedagógica e Práticas de E-Learning, 8(1), 1–11. https://doi.org/10.34630/pel.v8i1.5976
• Boud, D., & Falchikov, N. (2007). Rethinking assessment in higher education: Learning for the longer term. US: Routledge.
• Adachi, C., Ajjawi, R., Apps, T., Bakharia, A., Bearman, M., Beckman, K., … , & Winstone, N. (2020). Re-imagining university assessment in a digital world. Switzerland: Springer. https://doi.org/10.1007/978-3-030-41956-1
• Sridharan, B., McKay, J., & Boud, D. (2023). The four pillars of peer assessment for collaborative teamwork in higher education. In O. Noroozi & B. De Wever (Eds.), The Power of Peer Learning. Social Interaction in Learning and Development. Springer. https://doi.org/10.1007/978-3-031-29411-2_1
• Khasawneh, M. A. S., Aladini, A., Assi, S. A., & Ajanil, B. (2025). Portfolio assessment in AI-enhanced learning environments: a pathway to emotion regulation, mindfulness, and language learning attitudes. Language Testing in Asia, 15(1), 5. https://doi.org/10.1186/s40468-025-00345-0
• Barrett, H. C. (2007). Researching electronic portfolios and learner engagement: The REFLECT initiative. Journal of Adolescent & Adult Literacy, 50(6), 436–449. https://doi.org/10.1598/JAAL.50.6.2

APA

Ferreira, P. (2026). Portfolio Assessment as Reflective Practice: Documenting Metacognitive Growth in Language Teacher Education. International Journal of Changes in Education, 3(4), 577-591. https://doi.org/10.47852/bonviewIJCE62028167

Vancouver

Ferreira P. Portfolio Assessment as Reflective Practice: Documenting Metacognitive Growth in Language Teacher Education. International Journal of Changes in Education. 2026;3(4):577-91. https://doi.org/10.47852/bonviewIJCE62028167

AMA

Ferreira P. Portfolio Assessment as Reflective Practice: Documenting Metacognitive Growth in Language Teacher Education. International Journal of Changes in Education. 2026;3(4), 577-591. https://doi.org/10.47852/bonviewIJCE62028167

Chicago

Ferreira, Patrícia. "Portfolio Assessment as Reflective Practice: Documenting Metacognitive Growth in Language Teacher Education". International Journal of Changes in Education 2026 3 no. 4 (2026): 577-591. https://doi.org/10.47852/bonviewIJCE62028167

Harvard

Ferreira, P. (2026). Portfolio Assessment as Reflective Practice: Documenting Metacognitive Growth in Language Teacher Education. International Journal of Changes in Education, 3(4), pp. 577-591. https://doi.org/10.47852/bonviewIJCE62028167

MLA

Ferreira, Patrícia "Portfolio Assessment as Reflective Practice: Documenting Metacognitive Growth in Language Teacher Education". International Journal of Changes in Education, vol. 3, no. 4, 2026, pp. 577-591. https://doi.org/10.47852/bonviewIJCE62028167