ABSTRACT
The promotion of reflection in student teachers is fundamental to the realistic approach. In the previous chapter we looked at many details of the process of helping a student teacher become reflective. Now, suppose teacher educators are successful in this process, and a teacher leaves a teacher education curriculum as a “reflective practitioner.” What would that mean? How would you recognize a reflective teacher if you saw one? In this chapter we address that question. We will also look at the question of whether a reflective teacher is a better teacher, and what “better” means in this context.
