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The purpose of this study is to promote student teachers’ reflective thinking by using the case writing and discussion guide framework (CWDGF), which was developed by the researcher in response to the requirement of effective focus before case writing. The framework focused on pedagogical reflection during practicum and provides a systematic guide for pre-service teachers to engage in multiple levels of reflection. The participants were 12 student teachers who were enrolled in the researcher’s class of Educational Practicum from August, 2013 to January, 2015. The results showed that CWDGF helped most student teachers advance from single-loop to double-loop reflection, and from technical to practical reflection. In addition, CWDGF helped all student teachers reach the level of explanation with principle or theory and with consideration of context.