Source: Teaching Education, Volume 18, Issue 1 March 2007, pages 77 - 92
Reflection is widely embraced in teacher education as a necessary process in becoming a good teacher. While there is broad acceptance of this idea, the nature of reflection has been challenged, particularly by those seeking reflection that is socially situated and critical, implicating teaching in its broader social context. This paper examines the use of critical social reflection in two social studies methods courses that allows teacher candidates to theorize rather than consume theories generated by others. Engaging reflection as critical and social discourse reveals the idea-making that goes on among pre-service teachers and instructors as they actively engage theory construction.