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In this chapter, the authors introduce research-based strategies to engage beginning teachers in learning as reflexive praxis, a continuous inquiry into teaching. They argue that mastery of such mediational means of reflection as verbal/visual narratives, artmaking, and dialog mediate the development of reflection as a tool-mediated action, reflexive praxis, and support teachers' transformation into agents of their praxis. The discussion concerns the development of teachers' visual narratives, from descriptive to critical, and their ability to engage in critical reflection of their practice. The cycles of verbal narrative, dialog, and visual narrative in a course of artmaking activity scaffolded the development of teachers' reflections from descriptions of the critical event in practice to critical reflection. The chapter includes a detailed protocol for a multi-media triptych activity that can be used by both teachers and teacher educators for developing teachers' reflexive praxis.