Reflective teaching as self‐directed professional development: building practical or work‐related knowledge

The broad purpose of this self‐study is two‐fold: first, to aid in redressing the lack of attention given to the professional development of teacher educators; and second, to forward the idea that teaching reflectively is not only an excellent framework through which self‐directed professional development can be enacted, but it is also an effective form of self‐directed professional development. Specifically, the report shows how the author (by employing elements of reflective teaching in lectures and tutorials) built practical or work‐related knowledge in how to encourage the participation of a language‐minority student in classroom discussions, differentiated instruction and learning and collaboration with colleagues.