Reflective or inquiry-oriented programmes represent one model of teacher education, emphasizing the goal of preparing thoughtful, self-monitoring teachers with a critical attitude to what they do. This contrasts with alternative programmes which stress the development of specific technical skills, or the teacher's personal and psychological development, or the gaining of traditional craft knowledge (Tom (18]). Those who advocate the reflective model of teacher education envisage a teacher who possesses the knowledge, skill and disposition to observe and analyze classroom situations and to interpret classroom phenomena from a variety of viewpoints. Such a teacher is more able to meet the challenges of the classroom and take a more ethical, flexible and reasoned approach to issues that arise in teaching.