A reflective approach to inservice teacher education for English language teachers is discussed. In it, teachers look closely at what they are doing during instruction, how and why, and the context. The approach is contrasted with traditional experiential teacher training, which regards teaching as transfer of information and learning as receiving, storing, and digesting information. The reflective approach begins with teacher awareness of existing attitudes, knowledge, and skills. In addition, the truly professional teacher combines competence with a degree of intuitiveness; good teaching cannot be taught but can be coached. An effective reflective professional development program encourages teachers to reflect on what they are doing and make productive connections with both their own knowledge and skills and those of their colleagues. A format used in a University of Sydney (Australia) inservice course includes team teaching with a coach, discussion and theoretical input, further input in a workshop context, more teaching, and followup dialogue between coach and trainee. Trainees keep a learner log recording reflection, then present a report at the course's end. Participants are encouraged to view the task as an experiment with themselves as subjects, to derive a profile of themselves as learners. Sample reflective exercises are appended. (Contains nine references.) (MSE)