Cover -- Title -- Copyright -- Contents -- Acknowledgments -- Preface -- Notes on contributors -- PART 1 Reflective practice in the 21st century -- 1 Reflective practices in the 21st century: movement from 3Rs to 4Cs in the teaching profession -- 2 Reflections on being and becoming in continuous teacher professional development (CTPD) -- 3 Reflective teacher preparation in the context of inclusive classroom -- 4 A reflective practice approach: reimagining teachers' continuing professional development -- 5 Developing critical reflection: promise and potential for enhancing teachers' learning and professional practice -- 6 Erasing the blind spots: reflective teachers and diverse classrooms in the United States -- 7 Principal instructional leadership practice and its effect on teachers' reflective practices: indicators for best classroom practices -- 8 Who is the best teacher?: reflections by KwaZulu-Natal teachers, South Africa -- 9 Teachers' reflective practices within a Gulf Cooperation Council context: knowledge, beliefs, and challenges -- PART 2 Teachers' knowledge in inclusive practices -- 10 Supporting in-service teachers of English learners and their development of an asset-based framework through community asset maps and oral histories in the United States -- 11 Empowering culturally foreign teachers by fostering cultural competence -- 12 Creating a responsive teaching climate for diversity and inclusivity -- 13 Essential technology skills for 21st-century teacher inclusive strategies -- 14 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 austerity -- 16 Promoting cultural responsiveness and multicultural competency through the classroom experience of teachers in Hong Kong schools