 So reframing for the reflective practitioner to resolve difficulties and controversies in the classroom is very much promoted by conceptual innovation and concept-based teaching and learning. And there are particular benefits that we can identify in terms of this conceptual approach for the reflective practitioner. If we think about the reflective practitioner as somebody who inquires into teaching and learning, then this identifies a teacher who is constantly questioning and investigating issues and problems, somebody who is interested to explore and to discover new understandings about teaching and learning. From a conceptual point of view, then, the reflective practitioner as an inquirer provides a standpoint which directs the reflective practice process. We can also think of the reflective practitioner as somebody who is very knowledgeable, somebody who has a very sound grasp of the subject that they teach and also they have a very clear understanding, a very precise appreciation of how to teach that particular subject in the most effective way to students and, therefore, a concept-based understanding of the reflective practitioner as somebody who is very knowledgeable again helps us understand that the teacher is always looking to be the most knowledgeable that they can about their subject. And we can consider the concept of the reflective practitioner as a thinker. This really embodies the idea of reflection on and in practice. And we can consider this as the teacher, as somebody who thinks things through, who ponders the situation, who is looking for cause and effect, and trying to identify reasons for things and looking at the effects of actions and, of course, the final outcomes of those actions. If we look at this particular concept, then this really underpins the notion of the reflective practitioner. And we can also look at the concept of the reflective practitioner as a communicator. For effective reflective practice, we need to look beyond the solitary aspect of reflection and look at more collaborative and cooperative forms of reflection. And if we conceptualise the reflective practitioner as a communicator, then this is a teacher who is able to express issues, problems, very clearly to others, in order to get feedback and information to help them reframe the problem and maybe find ways to resolve those particular problems. We can also conceptualise the reflective practitioner as somebody who's very open-minded. This means that the teacher is somebody who is not biased and doesn't hold any judgements about the work that they do or the people that they work with. And it's somebody who will tend not to jump to conclusions very quickly, but will always be looking to explore conclusions rather than finalise them. And, of course, we can always conceptualise the reflective practitioner as a person who is, ultimately, reflective. Somebody who is looking at the world and looking at the work they do, not just in terms of it being a mirror, but rather than it being a window through which to perceive. And this gives a very different point of view conceptually about the reflective practitioner.