The aim of this study has been to investigate the development of reflective thinking in an instructional model among student teachers in Roi-Et Rajabhat University, using the qualitative methods of observation, interview, recording short notes, and group discussion. The model under development that was used assessed teaching and learning targets, social system relationships, and indirect and direct specifications of student outcomes, performances, and specifications. Teaching and learning processes and student reflections were related and supported the social system to be promoted by this model. Conceptualization affecting steps to administer of students' activities, namely the persuading thinking, the experiencing reinforces, the experimental exchanged report, and the recalling reflections scales. The effects of the model were to their behaviors and recall thinking of their experimentation and environment. Specification problems and aims with their decisional and believable positions on empirical data were satisfied. Students were able to select and presume the positions of their management to indicate their solved problems and developments. Suggestions for those learners' ideas that created evidence of their conclusions were, thus, provided.

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