This paper puts forth techniques for the promotion of reflection which can be used in university seminars for preservice teachers. The techniques are based on the idea of reframing, i.e., looking at experiences from a new perspective. From a cognitive psychological point of view, this means that the person's cognitions about a situation or phenomenon are restructured. Analysis of the characteristics of the process of restructuring cognitions leads to the conclusion that restructuring is promoted by student teachers' reflections on the relationships in their cognitions about teaching. The researchers worked out techniques to promote reflection on the relationships between: (1) educational goals and values; (2) educational goals and actual teaching behavior; (3) teacher behavior and pupil characteristics as perceived by student teachers; and (4) goals, pupil characteristics, and teaching strategies. The techniques are described and results of their use in a group of student teachers and a group of teacher educators are discussed. (JD)