In the past twenty years, the importance of reflection has been recognized by all professions,especially the education profession. In the field of education, terms and practices such asreflective practice, action research, joumaling, collaborative observation, professionaldevelopment, peer observation, and professional portfolios have become organizing units ofdiscussion and practice. This book extends knowledge in the field, not just by providing promptsand examples of "things to do," but also by presenting an organized and cohesive systemconsisting of definitions, principles, and guidelines that can be used for all reflective practiceactivities. This system blends ideas and concepts from phenomenology, the Constructivistphilosophy, experiential learning, critical reflection, theories on turning knowledge into action,and transformative learning. Moreover, the book creates a logical system for reflective practicethat provides a foundation for a framework that organizes teacher transformation throughreflection. This system is anchored by the practical examples provided, thus making this bookpractical for all those interested in improving student learning. The strength of this book is that itis not a recipe-type publication; rather it is a cohesive system that creates a rationale for the system, presents the system, and providesmany examples. The intended audience includes practitioners, teacher educators, teacher candidates, and administrators.