Abstract
This qualitative case study explores perceptions of university tutors and student teachers involved in a
Postgraduate Certificate in Education (PGCE) programme, at a UK university, regarding the connotation and
implementation of reflection as a teacher education concept. Reflection has been a complex and at times
elusive educational concept; however, in many educational programmes it is often applied without
acknowledgement of this complexity. This current study establishes that practitioners often focus reflection
on the how of teaching, ignoring the what and why of the process. In other words the role and promise of
reflection at the higher/critical level is not clearly recognised and appreciated. The study suggests that for a
more useful incorporation of reflection in education programmes such as the PGCE in this study, the
concept needs to be appreciated with its theoretical basis and its historical context. This calls for the
inclusion of reflection with a comprehensive framework in educational and training programmes such as
the PGCE and other teacher education programmes.
