ABSTRACT
Asking prospective teachers to reflect on their learning and teaching decisions is a common goal of teacher education programs. Reflection is valued by teacher educators for its power to invite critical thinking about one’s beliefs and developing knowledge and its potential for providing markers of conceptual change ( J. Brooks & M. Brooks, 1993; Clift, Houston, & Pugach, 1990). What is meant by engaging in reflection and how to help prospective teachers deliberate on their learning varies across teacher education settings, but typically teacher educators want future teachers to engage in actions commonly associated with metacognitive activity, which requires self-analysis and taking control of one’s own learning.
