Abstract
The use of electronic portfolios (e-portfolios) in teacher education programs has become popular (Clark & Eynon, 2009). E-portfolios can be used to foster transformation in teacher beliefs through critical reflection and ownership of their learning (Stansberry & Kymes, 2007). This study focused on 16 pre-service English teachers' perception and practice of e-portfolios in a teacher education university in Taiwan. The data in this study included class syllabus, e-portfolios, observation notes, and reflective notes. The study concludes that the participants created blogs as a type of e-portfolio and they regarded their blogs as showcases of their learning and collections of useful multimedia resources. Reflections and critical thinking were neglected in their e-portfolios. The major problem they had in making e-portfolios was to take time to regularly maintain their blogs. Suggestions on effective implementation of e-portfolios in teacher education programs and for teachers' reflective practice are provided.