Abstract
This paper reports on an investigation of the extent, nature, and development of critical reflection among three preservice teachers in a semester-long secondary social studies methods course. An action research case study methodology was used to investigate the study participants' deliberation about the ethical and moral basis of their work as teachers, and reflection on the broader social conditions of schooling, The results of this study suggest that, in different ways and measures, teacher educators can influence preservice teachers to become more critically reflective. Furthermore, while encouraging some amount of critical reflection about teaching appears a realistic aim for teachers of preservice secondary social studies teachers, influencing the quality and content of such reflection seems to be the greater challenge.
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