Abstract
The development of good teaching pedagogy for pre-service students is one of the major goals of university schools of education. The art of teaching is a complex process that leads to many debates and requires a consistent review of current strategies and effective practices. Equally significant is the delicate balance in the relationship between teacher and student. This essay brings to light an essential point for discussion: the role of self-reflection as viewed in the Dewey model. In reflecting on my own teaching career I was reminded that teachers teach students not only methodology and content, but also values. Such issues that are created by real world lessons may lead to deliberations regarding justice, equity, respect, and other virtues that might contribute not only to better students, but to better citizens.
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