ABSTRACT
There are two main tasks for teacher educators who are concerned to promote reflection in teaching. The first of these is to decide what reflective teaching is, and the second is to decide how to promote reflective teaching at different stages of professional development. Clearly these two aspects are inextricably related, but still it is possible to given emphasis to one or the other at any one time. In this chapter the emphasis is on the latter, focusing in particular on the role of supervision of student teaching in enhancing reflective teaching. Some findings from an extended study of supervision practice are described and applied to the task of developing reflective practice.
