Reflective practice can be beneficial to preservice and inservice teacher professional development. This digest reviews the concept, levels, techniques for, and benefits of reflective practice. Donald Schon introduced the concept in 1987, and since then, many schools, colleges, and departments of education have begun designing teacher education and professional development programs based on this concept. Reflective practice has been defined in terms of action research. Coaching and peer involvement are two aspects of reflective practice seen most often at the preservice level. At the inservice level, critical reflection upon experience and serving as a coach or mentor to peers are effective techniques for professional development. There are many successful techniques for investing teaching practice with reflection. These include action research and portfolio development. The primary benefits of reflective practice for teachers is a deeper understanding of their own teaching style, and ultimately, greater effectiveness as teachers. Other specific benefits include the validation of a teacher's ideals, beneficial challenges to tradition, and respect for diversity in applying theory to classroom practice. (Contains 17 references.) (SM)