According to the Exploratory Practice Principles, for professional reflection to be meaningful, it must be deeply related to the puzzling questions formulated by those involved in the process. Therefore, this thesis makes its contribution to the area of EFL in-service teacher education as it focuses on the process of co-construction of knowledge and professional reflection developed with some colleagues in a language course where I got involved in an exploratory consultancy activity. Using the principles of Exploratory Practice to carry out this inherently discursive reflection process of making sense of life in the classroom (and outside of it) allowed us to prioritize quality of life, everybody´s involvement and union, and mutual development - even though it was possible to spot moments of conflicting meaning negotiation. I emphasize that the process of working to understand became hybrid inasmuch as the academic research side was also present and involved my colleagues as well. Hence, the discursive configuration of our reflective sessions brought about discussion of our teaching and learning beliefs, identity construction moments, just to name a few issues, while we tried to make sense of our own teaching practice. Discourse is a central issue in this thesis in the meaning negotiation processes concerning who we are, the social world where discursive practices come to be, particularly, the discursive construction of reflection. Within the format of our reflective study sessions, narratives and argumentations were woven in the loom of interaction via Reflective Activities with Exploratory Potential to work for deeper understandings of our puzzles. Thus, the micro-discursive analysis of the face- to-face interactions took these two elements to respond to the questions or puzzles that led my research-consultant look. Finally, I also want to highlight that, in this thesis, I did not only direct my attention to my colleagues´ discursive action, but also to mine, especially in the consultant role. I believe that turning the focus to my discursive action has added to the construction of a space in the epistemological field that is devoted to professional consultant reflection on his/her own professional practice.