Emphasizes the need for careful deliberation about teacher learning for both inservice and preservice teachers. Argues that without consideration of on-going teacher development, reflective practice cannot be expected to exist in schools. (GLR)

The primary problem of teacher education is seen as a developmental issue. A justification of a reflective inquiry in teacher education is presented emphasizing its benefits for teacher empowerment. A brief synopsis of an attempt to implement these ideas in a foundational course in educational psychology is offered. (JD)