1. INTRODUCTION Excellence in teaching has always been a demanding and absorbing concern in institutions of higher learning. It is too easy for teachers to become entrenched in their way of doing, seeing and understanding teaching and learning events. The particular configuration of strategies a teacher uses constitutes his or her teaching style. While a teacher's teaching style provides a means of coping with many of the routine demands of teaching, there is also a danger that it can hinder a teacher's professional growth. How can teachers move beyond the level of automatic or habitual responses to classroom situations and achieve a higher level of awareness of how they teach? One way of doing this is through observing and reflecting on one's own teaching, and using observation and reflection as a way of bringing about change. In this paper I want to explore how a reflective view of teaching can be developed and how a teacher's practice in the classroom can be improved through reflective teaching and action research.