Abstract:
This article is based on a study which aimed to explore the use of reflective practices to develop
professionalism among pre-service teachers at the National University of lesotho. the study
sought to contribute to the local and international debate on best practice in encouraging and
scaffolding constructivism through reflective practice among teachers. Forty final year pre-
service teachers participated in the study and were interviewed individually and in groups.
they shared their conceptions and views about how they plan to engender professional
growth in their own teaching. by engaging in this exercise, this group of future teachers
was empowered to develop into reflective professionals. The findings were discussed
against the Centric Reflection Model which posits the different stages and dimensions of the
reflective exercise. The author argues that reinforcing reflective dispositions could promote
professional growth, and decrease misconduct and lack of professionalism associated with
some teachers in lesotho.
