While the importance of the development of reflection in science teacher education programs is widely acknowledged, articulations of the frameworks and strategies guiding its development in pre-service teachers are less clear. To facilitate understanding, I developed a heuristic framework to describe and interpret the construct in two dimensions: orientations to, and components of, reflection. The orientation dimension considers the increasing complexity of reflective thought through five levels: technical, reflection-in and on-action, deliberative, personalistic, and critical. In contrast to these philosophical orientations, the components' dimension describes how reflective practice is implemented in teacher education programs. Four components are considered: stimuli, content, process, and outcome. These two dimensions were organized into a heuristic that contains descriptors for each combination of components and orientations. This heuristic was then applied as a conceptual framework to identify and understand the conceptions of and intentions for the development of reflection of six science educators at teacher education institutions across the country. Findings highlight the need for science education faculty to have deliberately constructed personal conceptions of reflection in order for it to be emphasized in their programs. The impact of external influences on their conceptions results in their intentions for reflection being modified in the course and program. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]