Much has been hoped for and said about reflection as an essential attribute of effective literacy teaching. Equally as much remains muddled and confused, however, as to its purpose, development, and role in preparing new teachers of reading. How to help aspiring teachers become more reflective about their literacy teaching across the preparatory years is not clear, and proven strategies for improving reflection through professional education are lacking. This article provides a comparative analysis of 54 reflection studies {18 literacy; 36 general teacher education) with the goal of clarifying the concept of reflection as studied in the literacy field and for informing future research. An inductive paradigmatic analysis produced descriptive observations that highlight similarities and differences between the two data sets and five interpretive patterns that characterize researchers' conceptualizations and problem solving. Several guidelines are recommended for conducting research that deepens understanding of the concept and informs reading educators in their practice.
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