This paper combines the research tradition ofthe literature revi的v and the literary device offlashbacks, 的 the form of vignettes, 的 examine the notion of reflective teaching. The paper answers four questions.刊 ) What is reflective teaching? (2) How is r圳ective teaching different from what we 've always done? (3) How is reflective teaching differentfrom action research? and (4) Why is reflective teach ing worth doing? Examples from the author's pr(拚ssional histoη are used to illustrate three conceptions of teaching (Freem側, 1996): teaching as doing (the behavioral view), teaching as thinking and doing (the cognitive view), and teaching as knowing what to do (the interpretivist view). A case is made for the value of r拼ective teaching as a practi凹, an attitude, a way ofbeing professional, and as a
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Kathleen M. Bailey (1997) studied this question.