This paper attempts to explore the features of the EFL student teachers＇ reflective pedagogi cal thinking so as to inform teacher educators of better teaching practice supervision. The participants consisted of five female student teachers from Hainan Normal University who had completed eight-week reflective teaching practicum. Data on student teachers＇ reflection were collected from their oral post-teaching reflec- tive narratives, post-teaching reflection journals, and action research reports. The results of the data analy- ses indicate that the student teachers share some common features in their reflective pedagogical thinking, i. e. the conceptual analysis based upon the conceptual knowledge they have acquired from FLTE （foreign lan- guage teacher education） courses, may hinder their understanding and development of ＂knowledge-in-ac- tion＂.%通过对海南师范大学2009届职前英语教师教学实习中反思性实践训练个案的多例调查，从职前英语教师的教学反思行为和反思文本中发现他们有着共同的教学思维特征，即因缺乏教学经验知识而引起对实践行为的概念性分析，反映了职前英语教师在理解和发展“行动中知识”上存在思维缺陷。这一发现对英语教师教育者指导职前教师的反思性实践有借鉴意义。
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