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This paper explores the concept of reflection and reflective practice in teacher education. Teaching is a complex achievement that brings together a number of conceptual, practical, and physical resources in an individual's professional practice. Achievement in teaching is an amalgam of at least four different discourses--science, craft, art, and social/moral activity; success and development in teaching depend on forms of reflection specific to those discourses. To illustrate this conceptual approach, the TENET project, an attempt in preservice training to develop reflection on the promotion of equality of opportunity in the classroom is described. The paper concludes with five principles for teacher education: (1) give students tasks that require them to reflect on important findings of educational research, assess the quality of evidence offered for claims concerning education, and understand how to gain and use evidence about their own and others' practice; (2) let students