In this detailed analysis of recent research related to encouraging reflective practices in TESOL, the author examines the studies through his reflective practice framework-an approach that is both ‘reflective’ and ‘reflexive’ and also a response to criticisms that some forms of reflection and reflective practice are solely a one-dimensional, intellectual exercise that overlooks how they not only lead to awareness of teaching practices but also to more wholistic self-awareness. The results of the analysis are presented through the stages of Farrell’s 5-level framework for preservice and inservice teachers’ reflective teaching-Philosophy; Principles; Theory-of-Practice; Practice; Beyond Practice.