In the last 15 years reflective practice has been identified as a standard toward which all teachers and students must strive. However, there has been some confusion on the meaning of reflection and how it is defined (Lyons, 2002, Rodgers, 2001, Zeichner & Liston, 1996). In the same way although there is agreement about the importance of reflective practice there is little exposition of how reflection is elicited and what structures are needed in ensuring that students have experiential knowledge of reflective practice. In this paper it is argued that in order for teachers to be able to teach students to be reflective they must themselves have had experiential knowledge of reflection in their own teacher education. This paper will explore the nature of reflection and will map the process of engaging student teachers and tutors in reflection on practice. Drawing on her experience of the past decade in developing reflective portfolios with student teachers and her work with teacher educators in promoting reflective practice, the author will present ways to model and practice reflection. Drawing on Dewey's concept of reflection as a process of meaning-making and systematic inquiry into experience/practice, the author will present ways to engage and scaffold student-teachers in reflective practice over the course of a student-teacher year. Dewey argues that in order for reflection to happen the student needs to develop the attitudes of open-mindedness, wholeheartedness, and responsibility. These habits of mind or dispositions need to be coached and modeled in the teacher practicum experience. The author will argue that teacher educators need to construct a learning environment where an ethic of care is prevalent and where the core practices of modeling, dialogue, practice and confirmation are present (Noddings, 1992). In such a pedagogy of care the moral and affective domain is engaged with in particular ways to help students to develop awareness of who they are and what they bring to teaching and learning. This domain is viewed as a valuable underused resource for learning to be a reflective teacher. Because teaching has often been viewed in instrumental prescriptive ways, we need to enlarge the frame and view it in its full human complexity. Engaging with the affective domain is necessary if we want student teachers to be whole-hearted and responsible in their reflective enquiry in a profession that is complex and uncertain. Reflection invites students to move to spaces that are uncomfortable and vulnerable. Therefore, a holding environment needs to be created where students are both confirmed and contradicted in their reflections (Kegan, 1986). Thus, teaching is viewed as a complex moral activity that requires a lot from teachers both personally and professionally. The author will draw on her own reflective practice as a teacher educator and researcher and will present reflective protocols developed over the years and used with students to engage them in reflection and to scaffold reflective practice.