“Reflexive practice in teacher education is without any doubt a wide area of investigation. This is why the focus on some aspects is very important in order to better understand the evolution of this practice and to identify the challenges that may arise and propose means to achieve desired goals in initial and inservice teacher education to enhance teachers’ capacity of self-observation, self-analysis and self-evaluation. In general, reflexive practice is viewed as evolving in stages, although an individual teacher’s evolution is not necessary linear. Teachers may reflect at different levels simultaneously, questioning different areas of their practice.”

According to Larrivee (2008), the one kind of reflection when teachers focus on strategies used to reach predetermined goals is known as: