This paper attempts to fill some of the gaps in the literature (on reflective teaching), delving further into the meaning and functions of reflection. First, it considers the origins of the term and some aspects of its development. It then analyzes and critiques some of the current notions of reflection. Beginning the process of a more rigorous assessment of the rationale and assumptions of various approaches, the paper uses as its focus the pre-service education program at the University of Wisconsin-Madison, and critiques the usefulness of various conceptions in facilitating a better understanding and more enlightened and strategic action on the part of teachers and student teachers. Various contextual problems are then introduced, outlining the conflicting aims in the uses of'reflection' in teaching, and theoretic issues are raised. The final section offers an alternative way of understanding the process of reflection, one which begins to address some of the problems of current interpretations. (JD)