This paper discusses reflective teaching and critical thinking skills in novice teachers and examines potential best practices for the 21st century. The paper shares findings of a 3-year qualitative study regarding the effect of four procedures on the developmental dynamics of reflective teaching and critical thinking skills in beginning teachers. During the study, participants reflected over the four procedures: bi-daily journals, bi-weekly journals, visitation journals, and reflective interviews. Researchers classified procedures into categories over three stages to determine the dynamics of reflective growth. Stage 1 occurred during weeks 2-6, with novice teachers included in activities such as observing cooperating teachers, assisting by working with small groups of students and/or team teaching, and gradually increasing teaching responsibility. Stage 2 occurred during weeks 7-11, with most novice teachers having complete control of all teaching responsibilities. Stage 3 occurred during weeks 12-16, when there was a gradual downsizing in novice teacher responsibility and more opportunity for novices to view their experienced cooperating teachers back in action. The study found that as each stage advanced, autonomy and structure in deliberation regarding moral and ethical imperatives increased. Procedures stimulated reflective growth in novices in a variety of ways. The study raised several questions about reflection and student teaching. (Contains 10 references.) (SM)