We describe a case study focused on analyzing activity
sequences of a secondary education science teacher about how actionoriented
reflection and action itself interact, and the influence on teacher
professional development. The study comprised two levels – one qualitative,
and the other critical in nature. We found there to exist a hard core of the
teacher's explicit theories that is of great importance to understand the
obstacles affecting her professional development and determining the
interaction between reflection and classroom practice. The findings
suggested that the teacher was in the midst of a process of the two
processes becoming more complex, allowing us to move closer to her
possible perspectives of development.‘|ÿÿÿÿ