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Reflection has become widely recognized as a crucial element in the professional growth of teachers. Terms such as ""reflective teaching"" ""enquiry-orientated teacher education"", ""teachers as researchers"" and ""reflective practitioner"" have become quite prolific in discussions of classroom practice and professional development. It is frequently presumed that reflection is an intrinsically good and desirable aspect of teaching and teacher education and that teachers, in becoming more reflective, will in some sense be better teachers, though such claims have been rarely subject to detailed