This study reports on an investigation on the use of electronic journals to support beginning teachers in developing reflection on teaching within peer support networks. The study takes place within the context of the ongoing Pilot Project on Teacher Induction in post-primary schools in Ireland. A pilot study using web logs (blogs) was initiated with newly qualified teachers (NQTs). Mixed methods were used to investigate participants' use of an electronic personal reflective diary. Results show little evidence of the development of a more reflective approach attributable to the maintenance of a blog. However review of earlier postings led to some reflective personal and group dialogue. The findings of this study are of interest in that they provide indicators that concern the broader area of collaboration within professional development. (Contains 2 figures and 2 tables.)