Since Dewey (1933) several studies have explored the different contents and levels of reflection in the professional development of teachers (e.g., Schön, 1983; Kolb, 1984; Griffiths & Tann, 1992; Hatton & Smith, 1995; Levander, 2004). As a result different conceptions of reflection have emerged, but according to the general standpoint reflection is a prerequisite to high-quality teaching and to teachers’ development. Researchers share the opinion that the active and careful examination of a teacher’s thoughts is important for the improvement teaching (e.g. Schön, 1987; Mälkki & Lindblom-Ylänne, 2012).

To support novice teachers in their first years of practice in Estonia, a national Induction year program financed by the Estonian Ministry of Education and Research has been in progress since the academic year of 2004/2005. As one of the important issues in supporting teachers’ professional development is helping the novice teachers during the induction year to effectively analyse their own teaching and learning experience and supporting their professional development (Eisenschmidt, 2006). Supporting the development of reflective practitioner is an important theme in these seminars.

          This study, within the context of Adult Learning and Experiential Learning Theories examines how novice teachers learn through reflection during induction seminars. The aim of this study was to describe and analyse the reflection in case stories of novice teachers. The study aimed to find answers to the following questions:

• Which levels of reflection occur in novice teachers’ case stories (according to Korthagen and Vasalos, 2005)?
• How does the usage of the reflection model change the occurance of reflection levels (according to Gibbs, 1988)? 

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