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Abstract
While the importance of the development of reflection in teacher education programs is widely acknowledged, articulations of the frameworks and strategies of teacher educators that guide its development in preservice teachers are less clear. To facilitate understanding, we present a heuristic to describe and interpret the construct in two dimensions: orientations to and components of reflection. The orientation dimension considers the increasing complexity of reflective thought through five levels: technical, reflection-in and on-action, deliberative, personalistic, and critical. In contrast to these philosophical orientations, the components dimension describes how teacher educators operationalize and implement reflective practice in the curriculum of teacher education courses. Four components are considered: stimuli, content, process, and outcome. These two dimensions are organized into a heuristic that contains descriptors for each confluence of components and orientations. This heuristic is useful in identifying and understanding the conceptions of and intentions for reflection by teacher educators.
