ABSTRACT
This chapter focuses on whether philosophical enquiry can be a tool for supporting student teachers' dispositions for reflection. It refers to their willingness to consider alternative perspectives about pedagogy and practice. The chapter outlines the role and problematic aspects of reflection in initial teacher education (ITE), and what role if any philosophical enquiry can play. It presents the research and theoretical evidence base for using philosophical enquiry in teacher education, and proposes a strategy for integrating philosophical enquiry into ITE programmes. The benefits of systematic reflection by teachers for professional growth and development originate from John Dewey's ideas. He argued that compared to 'impulsive and routine activity', action that is informed by reflective behaviour is likely to lead to 'intelligent action'. Teacher educators have used a range of strategies to nurture and develop their student teachers' reflections. Seminar discussions, reflective logs and journals in assignments, tutorials and structured rubrics for reflection are common in many teacher education programmes.
