Abstract
In the world of education the teaching and learning are two ends from where entering behaviour of pupil changes to terminal behaviour and there is transformation of content which create knowledge, develop understanding make aware of, develop skills and develop some values o different extent among the pupils in class teacher educators play the key role by their teachings. The origins of the “reflective teaching” concept are explored. It is suggested that the term has been interpreted and defined in numerous ways, with contrasting implications for the design of teacher education programs. It is argued that the concept requires further examination in the light of empirical research on teaching and how teachers learn to teach, and that existing research on teacher cognitions, teachers’ knowledge, and the context of teachers’ learning has potential to extend our understanding of the role of reflection in teacher education.
