In this study we analyse data gathered through reflective interviews with teachers as part of a training programme focused on changing the communication behaviour of teachers. We pose the question of the nature of the content of reflective interviews and whether there is a correspondence between this content and subsequent change in teaching. We show that this is a selective correspondence, because the teacher incorporates into his teaching only selectively chosen suggestions from the interviews. At the same time, by the incorporation of the change a new problem typically emerges as an unanticipated consequence and this becomes the subject of critical reflection in a next step. We also show how the reflective interviews are formed by the different professional visions of teachers and researchers and how despite these different professional perspectives, a harmony can be achieved.

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