ABSTRACT
This chapter presents a case study of how an eportfolio community shared blog might support the dialogic reflective writing and teaching practices associated with the transition from student to professional, specifically from student teacher to qualified teacher status. Wolverhampton's response to policy drivers was to design and develop a custom-made eportfolio system that would fulfill the external requirements but also, importantly, provide learners with a personal learning system. The idea of exploring the active construction of eportfolio learning with the learner may create the conditions for exploring the construction of eportfolio selves within an integrative learning framework. In fact, the leaky seams are often the most interesting border work and a rich source of meta-analysis as a transitional space. The iterative nature of the conversations within the blog format encouraged the “passing of the baton” within the performance as no comment was ever fixed or completed.
