This study evaluated the effect of two different supervisory conferencing strategies on preservice teachers' reflective practices. Two questions guided the investigation: (1) "what effect does type of supervisory dialogue have on preservice teachers' reflective practices?" and (2) "what effect do different post-lesson tasks have on the content of preservice teachers' reflective responses?" Fourteen physical education teacher education majors, each taught three lessons in a K-6 parochial school. All lessons were audio and video taped for the purpose of post-lesson analysis. Subjects were assigned to one of two groups--a directive supervision (DS) group, or a collaborative supervision (CS) group. Both groups conferenced with the same trained supervisor subsequent to each lesson. In the DS post-lesson conferences, the supervisor targeted the preservice teacher's strengths and weaknesses and offered concrete solutions for the weaknesses. In the CS post-conferences, the supervisor questioned the preservice teachers about their strengths and weaknesses (sample dialogues are included). Findings suggested that a "student-tell teacher-listen" supervisory conferencing approach is more suited to helping preservice teachers reflect on their teaching than a "teacher-tell student-listen" approach. (Contains 52 references.) (LL)