Abstract
This article evaluates four teacher interns' abilities to use a multilevel reflection framework to connect theory and practice. The interns videotaped their lessons and used a four-level reflection approach to evaluate their teaching. The findings show that they used the evidence from classroom videos to reflect on critical events; however, they seemed to have difficulty explaining local theories in use. The implications for teacher educators' own reflective practices are considered.
Acknowledgments
I am grateful to Dr. Peter Fadde of Southern Illinois University, Carbondale, Illinois, for reading and providing suggestions that improved the quality of this article.