Cooperating teachers facilitating reflective practice for student teachers in a professional development school

For many teachers, reflective practice remains elusive. In order to change this phenomenon and encourage experienced and novice teachers to become reflective practitioners, a graduate course was developed and implemented. Participants were cooperating teachers who learned to model reflective practice with their student teachers. This article describes the need for reflective practitioners, the assignments used in a graduate class to facilitate reflective practices, and the need for this focus in our teacher education programs.