Teacher educators have recently devoted much attention to fostering reflection in teacher preparation programs. A teacher is most likely to reflect when he or she is faced with a conflict or tension. A post-baccalaureate English education program at the University of Minnesota employs a number of different activities to encourage its preservice teachers to reflect on such conflicts and tensions. First, the program requires teachers to review an audio or video tape of an episode with a pupil or a peer. They write a narrative of the tape and then write a reflection based on that narrative. Second, the program requires teachers to keep a journal in which they reflect on reading and discussions in their methods classes. Third, university supervisors challenge teacher perceptions by writing their own assessments of teachers' classroom activities. Fourth, the program tries to debunk simplistic, "pollyannish" notions of teaching by asking teachers to write a school ethnography. In these activities, excerpts from preservice teacher journals show a broad range of styles in reflection. One student is reluctant to criticize herself; another perceives himself as up against a system; yet another observes tension between her own standards and her students. Some strategies for helping preservice teachers in their self-evaluations would include methods of identifying types of conflicts and tensions; methods of defining conflicts between different perspectives or needs; and methods of reflecting on institutional forces constituting teaching and learning. (Contains 40 references.) (TB)