摘要：The concept of reflection is often used in initial teacher training. Exploring the range of meanings in the literature, the authors of this article take a critical look at this concept, while forming a developmental but non-hierarchical vision of reflection, giving it the status of meta-skill. An outline describes the ecological and methodological dimensions of the process of reflection. The authors conclude by questioning the position of reflection in the skill-referential continuum that guides teacher-training in Québec.
