The research field of teacher education is varied and diverse, drawing on a wide range of theories and methodological approaches. One of the metaphors, however, used to think and undertake research in the field of teacher education is reflection. The terms reflection, and reflective practice have a diversity of meanings even when used within similar theoretical and methodological frameworks. However, despite this caveat, a number of scholars have distinguished between different modes of reflection, focussing specifically on the relation between theory/research knowledge and practice (see Appleton, 1996; Cochran-Smith & Lytle, 1999; Evans, 1976; Jones & Ryan, 2014; Gore, 1987; Lunn Brownlee et al., 2019; Moore, 2004; Menter, 2009; Nutall, Murray, Seddon, & Mitchell, 2006; Stenberg, Rajala, & Hilppo, 2016).