This article conceptualises and presents the authors' framework for critical reflection-on-action. 'He Anga Huritao' (translated as a 'framework for reflection') was developed as part of the dialogic discourse intended to transform how New Zealand beginning teachers reflect on their practice. The framework makes reference to concepts of teacher learning and 'inquiry as stance' by Cochran-Smith and Lytle (1999) as well as literature pertaining to both critical reflection and education for social justice, placing emphasis on a dialogic approach and the tuakana-teina (or mentor/mentee) relationship. The authors' exposure to how critical reflection was experienced by beginning secondary teachers in low decile settings across New Zealand acted as a catalyst for the development of He Anga Huritao. The article describes He Anga Huritao with individual considerations at each phase of the reflective framework, making reference to beginning teachers' experience of reflection using the framework. He Anga Huritao is an informed approach at rethinking critical reflection and aims to improve the quality of teaching for secondary school learners in inequitable settings.