Reflection for Professional Growth: An Organisational Strategy for a Teacher Education Degree Programme D. Hill, J. Jesson, S. Windross, L. Grudnoff Auckland College of Education, Auckland, New Zealand November 1999 Abstract Reflection is a central notion in the Auckland College of Education's Bachelor of Education (Teaching) degree. It has the highest profile in the degree's unifying professional inquiry and practice strand. In this strand, student teachers are supported in achieving a personal synthesis of their learning and experiences across the qualification. The aim of reflective practice is to use metacognitive processes to maximise the professional growth and performance of each individual student teacher. In support of this goal, a decision was made in 1998 to make reflection conscious for lecturing staff. A co-ordinator of reflective staff development was appointed and lecturing staff in Teacher Education Centres of Learning (faculties) became engaged in a dialogic staff development process. This paper documents both this process and the questions that have emerged for the organisation. I must admit that up until now I have been a little ambivalent about reflection but it’s honestly been a lifesaver for me on this practicum. These events have surprised me. I suddenly realise how reflection has become part of my professional self. I also know that if I hadn’t able to step back and consciously reflect on my situation, I simply would have given up in despair. "Beth" a final year Bachelor of Education (Teaching) student teacher discusses her final practicum (June 1999). In 1997, the Auckland College of Education (ACE) launched its Bachelor of Education (Teaching) degree (hereafter BEd (Tchg)). It was a groundbreaking qualification in a number of areas. This was the first education degree in New Zealand to be offered solely by a College of Education. It was the first able to be completed in three years. The BEd (Tchg) was founded specifically on a professional knowledge base related to the world of the teacher rather than the traditional liberal arts base. The approval and acceptance of this qualification by the regulatory and professional bodies has caused much debate and review nationally. Indeed the development of the degree has precipitated changes to other teacher education programmes across the country. The competitive environment surrounding education funding has intensified this reaction.