The purpose of this article is to show the process of engaging with the question "How do I improve what I am doing as a teacher, teacher educator and action-researcher through reflection?" The methodology used will explore the role of reflection and writing to promote changes and improve my learning process as a teacher and action-researcher. The main data source is written assignments from students in initial teacher education. The analysis of the students' written assignments helped me see "living contradictions" in-between my theoretical framework, my teaching and my researching practice. The article shows that I have more rhizomatic thought in my teaching than in my researching. I want "what I do" in teacher education to be "consistent/coherent", between the striated space of theoretical framework and the smooth space of my practice. I explore my methodological "uniqueness" in my becoming teacher-researcher. (Contains 5 figures and 3 notes.)