A new type of teacher is needed in the contemporary classroom--one who is not just a mere technician, but who can keep an open and critical mind. Today's teacher must adjust to a fast-changing reality and the demands of the surrounding world, and internalize the ever-growing flow of information while reflecting on both personal and professional levels (Beed et al. 2005). Research over the last two decades has suggested that reflection is at the heart of effective educational practice (Sweeney 1998; Black 2002) in that it considers the cognitive, social, and moral implications of teaching (Valli 1993; Zeichner and Liston 1987). In the teacher-education community, many advocate the reflective practice framework and have adopted this paradigm in preparing teachers. The proponents of reflective practice see it as the vehicle for getting the new cadre of teachers involved as active partners in school renewal (Valli 1992; Zeichner and Liston 1987). Administrators and experienced teachers must take ownership for mentoring beginning teachers to prepare them for the complexities of everyday teaching and decision making. The valuable concept of reflection must not continue to be manifested as a form of wishful thinking, but should be used as a practical tool for educational planning and professional growth (White 2002).