Teacher identity has been an important topic in understanding teachers’ beliefs and behavior. With the emergence of technology in teacher education, teachers start articulating their identity in non-traditional ways, as eportfolio provides a platform for teachers to express their identity in the artefacts in electronic forms. In this paper, we developed a rubric to assess teacher identity and presented data from seven eportfolios constructed in two different contexts – learning journey during teacher training and teaching practice during teaching practicum – to investigate the utility value of our rubric in assessing teacher identity as reflected in their eportfolio artefacts and determining the nature of their teacher identity development. Using seven student teachers’ eportfolios as examples, we tried to understand the ways they developed their teacher identity in different contexts using the rubric.