This paper focuses on the exploration of the development of reflective ability as a core competence of prospective teachers. How can reflection and discourse competence be developed by teacher students during their teacher education studies? Currently a method that is experimentally applied in the field of teacher education at the University of Innsbruck is being designed as a module for teacher education to stimulate students' reflective competence. By using the method of the Pedagogical Reflective Interview (Christof, 2009) processes of teacher students reflecting on pedagogical crisis situations can be explored. The aim is to develop a new module for teacher education in order to continue the professionalization of the teacher education studies. A new model of teacher professionalism favors teachers as reflective practitioners (Schön, 1991; Moore, 2007) Reflection and discourse ability is therefore one of the core competences of the teaching profession. The reflection of one's own educational action serves to develop a professional teaching self. This refers to a professional teaching self with the important ability to reflect continuously at the moment of educational action and in retrospect. Teacher students learn to apply the method of the pedagogical reflective interview (Christof, 2009) and also gain experiences as interviewees as they are researchers and respondents at the same time. An example shows how to apply this method in the field of teacher education. [For the complete Volume 12 proceedings, see ED597979.]