Recent calls for a shift to clinically-based models of teacher preparation prompt a research focus on the quality of classroom experiences in which pre-service teachers engage and the level to which theory and practice connect to inform those experiences. Developing a theoretical framework to conceptualize an approach to this work is an essential step in teacher preparation reform. Linking Dewey's (1933, 1938) work on reflection with empirical studies on pre-service teachers' reflection practices, and with Vygotsky's notion of a "knowledgeable other," we propose an approach to conducting clinical practice through a theoretical framework. Based on these frames, we argue that the role of the university "supervisor" must shift from one of observation and immediate feedback to one of deep analysis and coaching within the frame of the content being taught. From this, we offer insight on how to further develop both theory and practice within the teacher preparation reform movement and support pre-service teachers as they develop "warranted assertabilities" from their practice.