In recent years the reflective teacher education has been considered to be an alternative paradigm for teacher education that overcomes the problems of the traditional teacher education. The present study explores the fallacy and possibilities of reflective teacher education. First, this study examines the Schön's conception of reflection which provides a conceptual framework for the reflective teacher education. Second, this study investigates the guiding principles of reflective teacher education -- the reflective practitioner, the integration of knowledge and practice, and individual and group reflection. Third, this study describes the current crisis in the reflective teacher education and discusses the problems of reflective teacher education which includes the orders of reflection, reflective journals and narratives as the devices of reflection, and the technical and instrumental approach to reflection. Finally, this study explores the implications of the reflective teacher education for teacher education and argues that educating the reflective practitioner means to educate teachers to become action researchers, teacher educators, and collaborative learners.