Most theoretical work on reflection in teaching has been analytical. This body of work presents reflection not as a unified concept but as a loosely aligned group of perspectives. These distinct but related perspectives on reflection in teaching have taken on identities and paths of their own. The existence of this body of research implies that there is an idea of reflection in teaching that can be distinguished from other ideas about teaching. This paper explores the common rubric that holds this body of research together. It proposes that the similarities among the different conceptualizations of reflection are not merely surface similarities but rather reflections of a cohesive phenomenon that can be identified and described. The identification of this phenomenon has the potential to extend the body of research to a greater depth for educators and students. It is generally recognized that pedagogical reflection is closely related to moral and ethical constructs, while reflection itself has generally been characterized as morally neutral. This paper constructs a line of reasoning that provides a rationale for the identification of pedagogical reflection as a virtue in the classic sense and its specific identification as the virtue "phronesis," or practical wisdom. The commonalities between pedagogical reflection and virtue are traced. Implications for teacher education and development are discussed. The moral virtue of pedagogical reflection is necessary to promote excellence in teaching, learning, and human flourishing. (Contains 42 references.) (SLD)