Reflective Practice As Professional Development

Drawing on fieldwork with a cohort of Japanese senior high school English teachers, this study traces how a researcher worked to make reflective practice meaningful for participants who had not asked to take part. Her early training sessions met resistance, and the book follows how she reshaped them to draw on the teachers' own lived experience and professional know-how.

The work pairs a close look at reflective practice within Japanese cultural norms with a candid account of the author's own reflexivity as she moved through the project. Out of this, she proposes the idea of a "reflective continuum", a path that doesn't move in a straight line and that unfolds differently for each teacher.