<span lang="EN-US">This paper presents the reflective typology elicited from the three data sets of reflective writings written by novice teachers in Thailand's university context</span><em><span lang="TH">. </span></em><span lang="EN-US">As part of an action research study to improve a novice teacher</span><em><span lang="TH">’</span></em><span lang="EN-US">s professional development, two teachers volunteered to write reflections for a semester of their assigned courses</span><em><span lang="TH">. </span></em><span lang="EN-US">Three data sets of reflective writings were submitted at the end of a 16</span><em><span lang="TH">-</span></em><span lang="EN-US">week semester</span><em><span lang="TH">. </span></em><span lang="EN-US">Due to our desire to provide a more meaningful interpretation of the reflective writings, grounded theory was used, resulting in two emerging themes-descriptive code, which refers to the description of a specific event in the classroom, and reflective code, which include acts in the classroom where the teacher considered an option and reflected on it</span><em><span lang="TH">. </span></em><span lang="EN-US">In the typology derived from our study, reflections on teaching, students, and self are common among three data sets</span><em><span lang="TH">. </span></em><span lang="EN-US">Moreover, the instructional act is a common specific code in both descriptive and reflective codes</span><em><span lang="TH">. </span></em><span lang="EN-US">The typology can be used to investigate novice teachers</span><em><span lang="TH">’ </span></em><span lang="EN-US">reflective acts to further their professional development</span><span lang="IN">.</span>