Reflective practice is part and parcel of a teacher�s pedagogy. Pre-service teachers are required to observe and teach lessons at school during teaching practice (TP) and then �reflect� on those lessons. Additionally they are expected to design lesson plans for TP as well as their method lectures which include a component on reflective practice. We argue that pre-service teachers can benefit from a more explicitly defined content framework for reflective practice as well as the need to develop a community of practice to engage in meaningful critical reflection. This article reports the findings of a study on the reflective practice (RP) of pre-service technology teachers (PSTTs) at a specific university. Guided by Schon�s conceptual framework of moments of reflection the study sought to address the following research question: What is the nature of pre-service technology teachers� reflective practice? In the study, PSTTs were taught by lecturers during the technology method two lectures (EDTE 301) on how to engage in reflective practice in order to identify critical episodes for several topics including the technology syllabus, significance of the topics in technology, students� learning difficulties, teaching methods and assessment techniques during the teaching practice. The qualitative study was conducted among purposely selected PSTTs. Data were collected through an open ended questionnaire, journal reflections and lesson plans. The findings showed that the PSTTs reflected on general and pedagogical content knowledge issues in technology. Reflections centered on mere reporting on what occurred and lacked deeper level of analysis for improvement for the self or learners. The finding point to the need for teachers educators to engage in reflective practice and create more opportunities for PSTTs to engage in reflection. Key word: level, moment, pre-service teachers, reflective practice

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