ABSTRACT
Numerous scholars, researchers and practitioners within the field of education have sought to capture and explain qualitative distinctions exemplified by professionals in their reflective practice. A common thread permeating through many of the concepts and theories proposed is that the types of discourse or reflective conversations teachers engage in, may be indicative of their development from surface to deep to transformative learning (Moon, 1999); progressive stages of epistemological cognition (Baxter Magolda, 1999); and different stages of reflective reasoning (King and Kitchener, 1994).
