Although reflection is recognized as a driving force for teachers' professional development, which is the reason for its incorporation into Initial Teacher Education (ITE), there is still little clarity about its effects on teachers' professional development. This article seeks to understand the Social Representations (SR) of tutors and practitioners of the IDF of two Chilean universities, on the effects of reflection, promoted in tutorials and its link with the strategies used to promote it. Individual interviews were conducted with four dyads tutor and pre-service teacher, and group interviews with tutors and interns. The analysis was inspired by Grounded Theory. The findings show SR around pre-generative effects: in professional self-awareness, material changes in practices, and in the professional identity of pre-service teachers, without associating these effects to concrete strategies. There is evidence of weakness in the promotion of generative effects, linked to new professional knowledge and transformation of practice.