This study analysed 1,503 blog entries of 49 pre-service ESL teachers of 3 cohorts and 12 representative subjects with different performances in teaching practicum to understand the 'how' and 'what' in the reflective process. The analysis of selected subjects revealed 14 recurrent areas of teaching concern. However, different teaching performance groups had different major teaching concerns. Results shed light on the preparation of student teachers and the mode of reflective activity in the teacher education programme. This paper calls for increased interactiveness and readership during the reflective process for meaningful learning and knowledge construction.