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The aim of the current study was to provide descriptions of the nature of pre-service primary teachers’ reflection during their student teaching experience. The principal research question that guided the investigation was ‘what do these pre-service classroom teachers reflect on during their teaching and how is this reflection related to their practice?’ Five pre-service classroom teachers voluntarily participated in the study. Data collection consisted of written journals and documents (unit and lesson plans), which were analysed inductively via individual-case and cross-case analysis (Patton, 2002). Findings suggested that the participants’ reflection addressed pedagogical, pedagogical content knowledge (PCK), content, and social issues of teaching. Based on our findings, we concluded that it is possible for prospective teachers to develop and demonstrate different dimensions of reflection during their teaching. Implications for teacher educators are discussed in light of the results.

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