The recent interest in reflective teaching has resulted in a number of studies in which reflective teaching is proposed as an important aim to be achieved through teacher education programs. Programs for the development of reflective teaching have been proposed, however, attempts at clarifying the meaning of reflective teaching have been scarce. This study proposes an eclectic frame of reference of reflective teaching based upon an analysis of reflection, of professional knowledge, and on the juxtaposition of these two concepts. This juxtaposition generates a mapping sentence that consists of several facets and elements and thus provides the proposed eclectic frame of reference. Theoretically, this mapping sentence may serve as a source for the derivation of research hypotheses, practically it is apt to guide practitioners in teacher education. (Author)