ABSTRACT
The issue of the role of ‘reflection’ in teacher development brings together researchers from a wide variety of backgrounds and, accordingly, a wide variety of perspectives on what reflection is and could be in teacher education. It will be difficult to detect actual effects of increasing attention to reflection in teacher development while the term ‘reflection’ means so many things to so many people. Is agreement possible, desirable, or necessary for further progress in teacher education? The following questions indicate some areas of potential differences in opinion with respect to the place of reflection in teacher education and development.
