I would evaluate the quality and richness of language teachers' perceptions and insight as a priority, with pedagogical terms and professional 'teacher discourse' taking second place. All too often one hears a babble of educational meta-language instead of real engagement with the teaching and learning process - with what learners are actually experiencing.
The need for a practical set of standards for evaluating teachers' reflections and effectiveness can guarantee that teachers have the proper qualifications for teaching. These standards should address a number of issues such as teachers' pedagogical and/ or content knowledge , quality of instruction, classroom climate , classroom management skills, teacher beliefs, and professional behaviors. Naturally, for evaluating the quality of teachers' reflections on their practices, you need to use qualitative methods of data collection such as interview, questionnaire, observation, retrospective commentary, etc. By contrast, for a quantitative evaluation you need to use analytical methods like discourse analysis techniques. The following links can hopefully provide you with the related literature you are looking for.
I agree with Reza. The linguistic analysis can be done in two complementary ways: by analysing recordings/transcripts of teachers talking about their work and observing patterns and features of language that occur; by searching through transcripts for the presence or absence of terms, words and phrases. To do the quantitative work, it would help to convert the transcripts into a corpus and use concordance tools with it.
One major issue with the linguistic analysis is how the recordings are obtained. The more naturalistic the recordings are the more valid the data will be.