Foster Reflective Teacher

An approach of reflective teacher education, launched first in USA and Canada, has been a widely adopted in teacher education throughout the world since 1980s. By combing through the theoretics of reflective teachers education in both China and abroad, this article is to identify the value of reflective teacher education theories, and the major problems that need to be addressed in western theories. In particularly, questions are to be posed upon the viability of 'reflective teaching' oriented theory approach.Based on a case study employing both questionnaires and interviews, which is designed in the context of Jiangsu Province, this article is to review the status quo of reflective education and training for key teachers in primary and secondary schools. It is to be argued that although the key teachers perception of reflective theory has been enhanced, the lack of coincidence between theory and practice is evident in the professional development of the teachers. While the trainings for key teachers, who remains the model of 'empiric-technology', are still theory-driven and lack of effectiveness in satisfying demand of the classroom teaching practice.This article is to conclude that teachers training should be targeted to developing reflective teachers which necessitates key approaches including a comprehensive and diversified infrastructure for training provision, the involvement of trainee teachers in train designing, and an academic and research dimension to facilitate teachers' action research in training implementation. Trainers need to move closer to the frontline of teaching in schools, to work closely with trainees in both training designing and implementation, and to reflect and improve together with school teachers in real teaching practices.