In teacher education programs, the resource of ePortfolio of competencies is used in order to support the professional development of student teachers with the help of reflexive writing. This article presents two studies, one realized at Lleida University with 2nd year student teachers and the other one at Sherbrooke University with 4th year student teachers who have produced their own ePortfolio of professional competencies. The attributes of the digital platforms are explained. The methodology and some results of the studies are reflected in a constructed dialogue. Among the results obtained are underlined, the importance of scaffolding advice wished by student teachers, investment in reflexive writing and proximal professional development.

Formation, ePortfolio of competencies, Scaffolding advice, Reflexive writing, Professional development.