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Interest in reflective practices, within the broader framework of teachers' professional knowledge, has been ongoing in educational research for the past few decades. The idea from which reflection itself stems is that of teachers' agency in their own professional development. The initial positivist approach viewed the relationships between teachers' theoretical knowledge and educational practice in terms of hierarchical reductionism. We analyze the relationships between different types ofdoi:10.3390/educsci9020096 fatcat:qca3uh7icjbwbcnddu7vjfed4q