Many authors (e.g. Dewey (1933); Schön (1987); Kolb (1984, 1999); Atkins & Murphy (1994)) have written about the reflection and reflection process. However, there has been only a little empirical research on understanding the nature of reflection. Before looking at the role of reflection in higher level learning, it is necessary to strip back the idea of reflection to  its basis, both in everyday understanding and its applications (Moon, 1999).

Reflection is generally acknowledged as an important part of teacher education and a central activity in teacher development, which helps to get more aware of the different aspects in person that influence their professional development. Teacher reflection looks back on teaching, calling some aspect of it into question, analyzing and evaluating it and making plans for improvement.

In order to improve one’s professional practice, conscious systematic reflection is required (Daudelin, 1996). Deeper reflection processes are enhanced by circumstances such as time and place, supporters, a critical friend or colleague, an emotionally supportive environment, the necessary knowledge base, and meta-cognitive skills (Day, 1993; Handal & Lauvås, 1987; Moon, 1999, 2004).

For Dewey (1933), reflection is a rational and purposeful act, an active, persistent and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it, and further conclusions to which it leads; it includes a conscious and voluntary

The impact of reflection processes on people’s wisdom, understanding and action are more important than understood. Perceptions channel the consistent operations and purpose; reflection is very individual, related to personal experiences and assessments. Activities reflect the reflection processes or conceptualizing the experience from evaluations (Eraut, 2004; Johns, 2004; Korthagen & Vasalos, 2005; Mezirow, 2002).

Estonians have started to speak and write about reflection only in the very recent years. How Estonian executive teachers understand the nature of reflection, what benefits they see in reflection process and how long the reflection takes place is an unexplored area. This study maps the participating teacher’s reflection awareness, the benefits of and incentives for reflection and the time use.

Results are used to obtain an overview of teachers' perceptions on explaining the nature of reflection and consequently to plan further research and improve the reflection subject teaching habits for teacher training and continuing education programs.

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