Reflection is often seen as essential for professional pedagogical action. But how certain is our knowledge about reflection? Has reflection become a myth within educational science and social work? This book shows how reflection as a myth reconciles contradictory expectations of professionalisation processes and at the same time makes structural and disciplinary fundamental questions of educational science, teacher training and social work negotiable. However, many of the promises associated with reflection cannot be kept and the assumptions and false certainties associated with it seem to be problematic.