ABSTRACT
Many efforts have been made in recent years to distinguish different forms of reflective teaching. As the use of the term becomes more widespread, educators are starting to realize that people are not necessarily talking about the same thing when they discuss reflective teaching. One way to make sense out of the vast array of orientations represented in the reflective teaching literature is to focus on traditions of reflective practice in teaching and teacher education in the United States. We believe that the historical perspective provided by a focus on traditions is necessary for understanding the present.
