This book brings together the practice of reflective teaching and the knowledge of inclusive practices in the context of teacher education and continuing professional development. It is a call to leverage reflective teaching for inclusive practices. The first part of the book provides an overview of what constitutes reflective practice in the 21st century and how teachers can become reflective practitioners. It also discusses how teacher professional development can be enhanced for reflective teaching practice. The second part of the book deals with teachers' knowledge development in order to create inclusive teaching and learning environments. It highlights the need for a responsive teaching climate, intercultural competency, pedagogical change and professional literacy. A reflective inclusive teacher is likely to anticipate the multiple needs of diverse learners in pluralistic settings, thus ensuring student success. This book will enhance the efforts of teacher educators and teaching professionals in building a culture of reflective and inclusive teaching practice in the classroom.

part 1|112 pages

Reflective practice in the 21st century

chapter 1|11 pages

Reflective practices in the 21st century

Movement from 3Rs to 4Cs in the teaching profession

chapter 4|9 pages

A reflective practice approach

Reimagining teachers’ continuing professional development

chapter 5|12 pages

Developing critical reflection

Promise and potential for enhancing teachers’ learning and professional practice

chapter 6|13 pages

Erasing the blind spots

Reflective teachers and diverse classrooms in the United States

chapter 8|12 pages

Who is the best teacher?

Reflections by KwaZulu-Natal teachers, South Africa

part 2|124 pages

Teachers’ knowledge in inclusive practices

chapter 14|10 pages

Teachers’ perceptions on inclusive education

The effect of knowledge and experience

chapter 20|11 pages

Teacher professional literacy needs

Empowering students from minority or less privileged groups