A collaborative research project between the Educational Research Department of the University of Liege (Belgium) and a pedagogical high school (primary pre-service teachers) was aimed at the literacy development of the future teachers before they are able to teach reading and writing in first, second, and third grade classrooms. In Belgium future teachers follow a 3-year post-secondary course to teach and do not need a university degree. The study attempted to demonstrate a methodology to systematically improve teacher literacy. Pre-service teachers undertook to use a portfolio method for writing activities--autobiography, knowledge and proficiency self assessment, critical and creative handling of knowledge, and self guidance--to stimulate the reflexive approach. Findings suggest that the pre-service teachers' portfolio writing helps researchers to wonder about tracks such as: evidence which shows through writing a real exploration, reflection, appropriation, and occupational self-guidance approach; and evidence which shows the influence of training devices (interactions structured between peers and the portfolio tool) on conceptualism. (Contains 1 note and 12 references.) (NKA)