ABSTRACT
In 1986 I embarked upon an extensive review of the literature on reflection and teacher education. As the Assistant Director of the Stanford Teacher Education Program my incentives were both practical and theoretical. I wanted to support the design and implementation of a reflective teacher education program and to evaluate and interpret the results of those efforts. The three bodies of literature that seemed most relevant to my concerns were: 1) discussions of the definition of reflection, particularly as it relates to teaching; 2) research on the structure and outcome of reflective teacher education programs; and 3) research and theory about learners and the learning process for groups and individuals (see LaBoskey, 1989).
