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Teacher reflection on action has been studied extensively in the last 25 years. To appreciate the concept and its use, we should look at the key features of reflection on action (TRA) as identified in research and what teachers state is typical of reflection. In three other studies we have explored possible alignments among (1) what has been claimed (using 50 conceptual papers); (2) what has been disseminated to teachers (using 122 articles on teacher development); and (3) what has beendoi:10.1080/14623940902786206 fatcat:xqhabv6xj5ffbit4yza6mpai6a