In this text, I will attempt to shed light on the way in which teachers give meaning to their practices. Two studies conducted in situations of analysis of oral and written practices are examined here. The first research is based on a classic system of analysis of practice ; the second study entails written analysis of professional situations within the framework of journals produced by primary and secondary school teachers. In particular, I will try to distinguish the reflexive stances adopted by practitioners and to specify the forms of self-assessment that are mobilized. Subsequently, I will re-examine the self-assessment process which constitutes a particular moment of the reflective process. Finally, I will define the epistemological stakes which emerge in the relations between reflectivity and self-assessment.