Abstract
In order to promote teacher autonomy, it is necessary for teachers to critically reflect on themselves from a third-party perspective. Therefore, this paper presents an overview of a reflective activity using the Trajectory Equifinality Approach (TEA) conducted with a Chinese teacher of Japanese language, and its effects. As a result of the practice, the participant was able to understand the importance of critical reflection and also to metacognize their own growth, which indicates that the use of TEA enables meaningful reflection.
