In this paper, the author proposes that a social reconstructionist framework of reflective practice provides an important orientation for preservice teachers to more successfully negotiate the rapidly changing contexts in which they will no doubt teach. She first illuminates the influence others have had on her understanding of reflection, arguably a somewhat elusive concept. Next, she briefly describes a group of preservice teachers engaged in a reflective study group and presents the framework she developed as result of her role as participant observer/facilitator of this group. The framework is primarily intended to be used as a tool for teacher educators to define and identify patterns of reflection in preservice teachers' oral and written discussions. In an effort to illuminate the social reconstructionist orientation of the framework and to situate it more specifically in the context of teacher preparation, the author utilizes examples of dialogue that took place in the study group. The preservice teachers' voices become a definition of sorts and provide models of reflective practice. This framework can help teacher educators consider how they might scaffold reflective development within a teacher education program and provide a structural tool for modeling and assessment. In the concluding remarks, she delineates how this reflective framework more broadly contributes to teacher education. (Contains 1 table.)