The National Committee of Inquiry into Higher Education (Dearing Report, 1997) recommended the use of Progress files for students in higher education. A progress file should include a transcript recording the student's achievement and evidence of Personal Development Planning - "a structured and supported process undertaken by an individual to reflect upon their own learning, performance and/or achievement" (QAA Guidelines). The UK E-learning strategy Harnessing Technology has key aspects or priorities for development in schools, colleges of further and higher education. Priority 2 of the strategy is to "ensure integrated online personal support for learners" and it advocates the use of "a personalized learning space for every learner that can encompass a personal portfolio". This virtual space could be a repository of "coursework, course resources, results and achievements… with the potential to support e-portfolios". An e-portfolio is an electronic record of evidence of the outcomes of learning and assessment results. It can be used to present digital evidence of progress and achievement including support offered by tutors, peers or others in the process of learning. Reflection and goal setting is encouraged and a personal narrative of progress is often updated frequently in the virtual space. The e-portfolio may be used to support transition from one phase to another in the learning continuum or for career development over time. It is the 'property' of the author (student owner) but can be shared with interested parties such as tutors, potential employers or assessors.Within teacher education much research has promoted the importance of being a reflective practitioner (Dewey, 1933; Schon, 1987; Pollard, 2002; DENI, 2005) with many models being recommended to support the reflective process. As part of the one year Postgraduate Certificate in Education (PGCE) course, student teachers are required to reflect upon and evaluate their classroom teaching during the two 12 week blocks of school experience. This cycle of planning, doing, reviewing, reflecting is currently captured in a paper-based lesson plan file and shared with the placement tutor who assesses the student's progress at regular intervals however this file has the potential to form an e-portfolio of digital evidence. This research focuses on the use of an e-portfolio with a group of PGCE ICT/Computing students and uses a mixed methods approach to evaluate their experiences of sustaining their e-portfolio whilst meeting the demands of being a student teacher. The NI Teacher Competence Framework was used to guide the structure and content of the e-portfolio and a variety of file types ranging from text/images to video clips were embedded as evidence against the criteria for competence. Personal narratives of 'critical incidents' in their teaching were also included by the student teachers and they made effective use of the built-in WebCV for job applications.Questionnaires and focus group interviews are being used to review and reflect upon the process of maintaining an e-portfolio and the logistics of capturing evidence in the classroom context. Ethical considerations and child protection are paramount in the discussions of using pupil work as evidence of achieving learning outcomes and including video clips illustrating effective classroom management in their e-portfolios. Analysis is considering issues such as prior experience of using personal spaces such as MySpace or YouTube, level of teacher support and access to resources (pupils, time and technical equipment).Finally the inter-operability of an e-portfolio for supporting the transition from initial teacher education into the early professional development and later to continued professional development is under discussion in the context of the Teacher Education Framework. The research is relevant to all teacher education providers and has transferability to other professions where competences exist for professional certification such as medicine, nursing, engineering and accountancy.Based on preliminary analysis the students are finding the process of creating and sustaining evidence of their teaching competences enjoyable and they are more focused on their professional development as a teacher than in previous years. The ICT skills required are not causing concerns and the student teachers are experimenting with a variety of file formats and evidence types. Prior experience in social networking spaces has helped the students conceptualise the process of recording and reporting on the evidence and they are sharing their e-portfolios with each other for peer assessment. Ethical issues have not restricted the types of evidence being garnered in the classroom context and there is both interest and support in the process and concept of detailed refelction from more experienced teachers and the wider educational community such as policymakers.A new area of research for myself so I am hoping to generate a publication from this presentation. Dearing, R (1997). Report of the National Committeee of Inquiry into Higher Education. HMSO:London. Department of Education (DENI) (2005). The Reflective Teacher. Bangor:NI. Dewey, J. (1933). How We Think: A restatement of the relation of reflective thinking to the educative process. Boston,: D.C. Heath. Pollard, A. (2002). Reflective Teaching. London: Continuum.Schön, D., (1987). Educating the reflective practitioner: Toward a new design for Teaching and Learning in the Professions. San Francisco: Jossey Bass.I have not submitted a journal article yet but I hope to generate a publication from this presentation.