“…This assumption is based on a body of research and on empirical data (Barbier, 1999;Ferry, 1997;Schön, 1983;Perrenoud, 2001;Schussler, 2006;Schussler, Stooksberry & Bercaw, 2010) that has shown that reflection-on-action, which takes place after practice, allows access to what the different authors consider underlies teachers´ practices: implicit representationsin Pozo´s terms (Scheuer & Pozo, 2006 )-, teachers´ mental models, in those of Mevorach and Strauss (2012), Jones et al (2011) andSchön (1987). Reflection-on-action, after the action has been performed, as opposed to reflection-in-action, while the action is still being carried out, means creating a distance from experience, transforming it into an object to be analysed, asking oneself about what has changed because of that particular action and what goals this change responds to.…”