ABSTRACT
The work of Schön (1983, 1987) has been a catalyst for the recent resurgence of interest and research on reflection and varying conceptions of the nature of reflection have been well documented. Zeichner (1983) and Tom (1985) described some of these: teachers as action researchers, inquirers, problem solvers, hypothesis makers, self-monitors and analysers. It is little wonder then that teacher educators have sought to introduce and develop reflection in pre-service education courses; student-teachers should be encouraged to develop along the lines of these descriptors.
