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Reflection can be defined as ‘a process of reviewing an experience of practice in order to describe, analyse, evaluate and to inform learning about practice’ (Reid, 1993, p.305). Reflection on practice therefore can be conceptualised as lifelong learning: a form of learning and thinking, a meaningful self-evaluation about one’s action or practice and how that action or practice might be improved. It is about continuous review of practice experience with a view to improving practice or achieving a positive change. Reflection on practice is as important for experienced teachers as it is for student teachers. In Croatia, ‘teaching’ preschool student teachers how to reflect on practice during their in-service training experience is often regarded as the ‘first step’ towards developing reflective practitioners and in preparing them for careers in early-years education. All this explains perhaps why a requirement to undergo specific training in the techniques or methods of reflection is embedded in the course content for in-service professional education and training for preschool teachers. The aim of this brief paper is to present the results of a survey of preschool student teachers’ views about their training on the methods of reflective practice. The analysis of the results suggests that a majority of the preschool student teachers considered reflective practice as a lifelong learning process. It is also clear that students preferred to use a particular reflective method, that of verbalising their thoughts to peers, over methods such as written notes and audio/video recording.

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