Educationalist Fred Korthagen elaborated a model in the 1980s for the relationship between the teacher educator and the teacher which embraces reflective practice as its guiding principle. In the present study, research was carried out into teacher development among a small group of language teachers working in continuing education in France. Reflection and behaviour change were found in the group, and Korthagen's model for describing teacher knowledge, integrating gestalts, schematization, and theory building proved to be most useful in explaining the results obtained.