TITLE Understanding the Realities of Reflective Teaching: What Are Best Practices for the 21st Century?

This paper discusses reflective teaching and critical thinking skills in novice teachers and examines potential best practices for the 21st century. The paper shares findings of a 3-year qualitative study regarding the effect of four procedures on the developmental dynamics of reflective teaching and critical thinking skills in beginning teachers. During the study, participants reflected over the four procedures: bi-daily journals, bi-weekly journals, visitation journals, and reflective interviews. Researchers classified procedures into categories over three stages to determine the dynamics of reflective growth. Stage 1 occurred during weeks 2-6, with novice teachers included in activities such as observing cooperating teachers, assisting by working with small groups of students and/or team teaching, and gradually increasing teaching responsibility. Stage 2 occurred during weeks 7-11, with most novice teachers having complete control of all teaching responsibilities. Stage 3 occurred during week