This book provides a research-based guide to using ePortfolios to develop critically reflective teachers capable of transformative learning. It begins with a reconceptualization of critical reflection in teacher education, then analyzes the social discourse of prospective teachers' teaching practice through the narratives in their ePortfolios, triangulated by longitudinal classroom teaching observation and interviews. The results of the research indicate that prospective teachers reflections are performative and do not typically trigger transformative learning, in large part because of mismatches among the structures of the ePortfolio, the goals of the teacher education program, and supervisory practices. With this analysis in hand, the book turns to practical questions, providing a framework, examples, and tips for teacher educators to use the author s methods to understand, analyze, and support prospective teachers transformative learning through their ePortfolio narratives and classroom practice. "