Experience is fundamental in identity development. In research, concepts and issues around identity are shaped and confronted in moments of reflection. The act of reflection requires a backward attention to engender a present understanding and create future possibilities. Kim and Greene, and Young and Erickson capture this temporal aspect of…

This article presents contemporary commentary on the previously published articles "Writing for the Reader: A Problem-Solution Approach" and "Motivating Learners at South Korean Universities." Having been out of the field of English as a foreign language for several years, the author was surprised and pleased when he was asked to write some…

This article presents the author's response to peer commentary on his article entitled "Reflections on 50 years of teaching psychology." The author is pleased that most of them share some of his concerns about the lack of progress in the teaching of psychology over the last 50 years, and he welcomes the fact that they then go on to raise…

Wilhelm asks, "But are new literacies just fun?" Then he immediately answers, "Absolutely not--if we as teachers provide the right context and conditions of their use." Offering research-based advice on incorporating technology to increase motivation and deepen learning, Wilhelm boils it down to this bottom line: it's engaged, substantive,…

Reflection and Communities of Practice are common constructs in teacher education. Co-teaching is often seen as beneficial, yet teacher education students rarely have experiences being co-taught. Thus, reflection, communities of practice, and co-teaching, deserve careful consideration in designing teacher education learning experiences. Based on…

In this article, the author shares his response to James Hartley's "Reflections on 50 years of teaching psychology". The author finds it very interesting to read James Hartley's reflections on the teaching of psychology and he thought it would be worth adding a rather different perspective, while agreeing with Hartley's main conclusions about the…

In this article, the author discusses social justice as a "pedagogy of edge." She argues that educators hold the privilege to begin reframing the dialogue on social justice as a relation of all subjects and to dredge from within the meanings drawn and practices made in honor of justice. This may require a shift away from social justice as a…

Since the author began work in reflective practice, at first informally in the late 1970s and then more formally in the mid-1980s, he has always looked at reflective practice as a compass of sorts to guide teachers when they may be seeking direction as to what they are doing in their classrooms. The metaphor of reflection as a compass enables…

The importance of reflection in higher education, and across disciplinary fields is widely recognised. It is generally embedded in university graduate attributes, professional standards and course objectives. Furthermore, reflection is commonly included in assessment requirements in higher education subjects, often without necessary scaffolding or…

The author is part of the Beginning Teacher Support and Assessment (BTSA) induction program--a California state program that is meant to offer support to new teachers as they exit the credential program and begin a job in a district. More than 80% of new teachers across the United States participate in some kind of induction program. At least 30…

We speak about the need for critical reflection on practice, but what do we do when we do it; and how do we explain how and why we should do it? This paper explores these issues, and itself acts as the site for an exploration and explanation of what it means to be critically reflective. Drawing on recent research in Qatar, I give an account of how…

This article presents the author's critique of Jennifer A. Rich's essay titled "How Do We See What We See? Pedagogical Lacunae and Their Pitfalls in the Classroom." Rather than adopting the classic "how I solved a problem" narrative, Rich relentlessly focuses on her questions and problems--their contexts, their complexity, other questions to which…

In a previous paper (Loizou, F. 2011. How Cypriot primary school teachers promote their professional development through reflective practice. "Education 3-13" 39, no. 3: 233--247.) I explored the concept of theories-in-use within a qualitative research study in order to analyse the role of reflection in bringing about change in the…

There has been little critical exploration of the ethical issues that arise in professional practice common to adapted physical activity. We cannot avoid moral issues as we inevitably will act in ways that will negatively affect the well-being of others. We will make choices, which in our efforts to support others, may hurt by violating dignity or…

The aim of this anecdotal essay is to encourage college lecturers and classroom teachers to examine and articulate their personal instructional theory. This is important for two reasons. One, doing so brings an awareness of personal instructional practices, and two, it is an important facet of the scholarship of teaching and learning. To achieve…