The role of reflection in learning to teach

New teachers of composition have a lot to gain from developing a critically reflective stance about their teaching. If they can learn to intentionally engage in reflective practices which emphasize student success in relation to their course objectives, they can develop an epistemology of practice that is rooted in an informed consideration of their intentions and objectives. This study analyzes the responses of graduate students to a series of reflection questionnaires who were in their first year of teach ing First-Year Composition at California State University, Chico. Through the exploration of the data collected from study participants in relation to different theoretical perspectives of reflection, this study focuses on understanding the extent to which new teachers reflect on their teaching practices, how they make-meaning of their new experiences through reflective practices, and if they are engaging in student-centered reflection.