Teacher Professional Knowledge and Development for Reflective and Inclusive Practices

Ismail Hussein Amzat is a Visiting Senior Lecturer at the School of Education, College of Arts and Sciences, Universiti Utara Malaysia, Malaysia.Nena Padilla-Valdez is a Visiting Professor at the School of Business and Management, President University, Indonesia

• Part 1: Reflective Practice in the 21st Century1. Reflective Practices in the 21st Century: Movement from 3R’S to 4C’S in the Teaching Profession2. Reflections on being and becoming in Continuous Teacher Professional Development (CTPD) 3. Reflective Teacher Preparation in the Context of Inclusive Classroom4. A Reflective Practice Approach: Re-imagining teachers’ continuing Professional Development 5. Developing Critical Reflection: Promise and Potential for Enhancing Teachers’ Learning and Professional Practice6. Erasing the Blind Spots: Reflective Teachers and Diverse Classrooms in the United States7. Principal Instructional Leadership Practice and its Effect on Teachers’ Reflective Practices: Indicators for best Classroom Practices8. Who is the Best Teacher?: Reflections by Kwazulu Natal teachers, South Africa9. Teachers’ Reflective Practices within a Gulf Cooperation Council Context: Knowledge, Beliefs and ChallengesPart 2: Teacher’s Knowledge in Inclusive practices10. Supporting Inservice Teachers’ of English Learners and Their Development of an Asset-based Framework through Community Asset Maps and Oral Histories in the U.S.11. Empowering Culturally Foreign Teachers by Fostering Cultural Competence12. Creating a Responsive Teaching Climate for Diversity and Inclusivity13. Essential Technology Skills for 21st Century Teacher Inclusive Strategies14. Teachers’ Perceptions on Inclusive Education: The Effect of Knowledge and Experience 15. A Resilience-based Program to promote Reflective and Inclusive teaching practices in Greece during Austerity16. Promoting culturally Responsiveness and Multicultural Competency through the classroom experience of teachers in Hong Kong schools17. Teacher Inclusive Practices in the Light of Changing Pedagogical Techniques in Higher Education18. Aligning Pedagogical Practices with Inclusive & Reflective Practices to improve Literacy among the Orang Asli (Indigenous People) in Malaysia19.Repositioning the Inclusive Perspectives in Globalized Schools Through Advocacy Optimization of Reflective Practitioners20. Teacher Professional Literacy Needs: Empowering Students from Minority or less Privileged groups