This edited volume presents a model that embraces four components of reflective practice; planning, acting, reflecting, and evaluating. To provide practical guidance, the audience is presented with various sets of experiences within the field of education which represent different foci and criticality of reflection.

Misrah Mohamed is Academic Developer at the University of West London, United Kingdom. She holds a PhD in Education from the University of Warwick, an MEd in Teaching English as a Second Language (TESL) from the National University of Malaysia and a BEd in TESL from the Universiti Putra Malaysia.

Radzuwan Ab Rashid is Associate Professor of Education and Discourse Studies at Universiti Sultan Zainal Abidin, Malaysia. He obtained his PhD in Education from the University of Nottingham, United Kingdom, and completed his postdoctoral fellowship at the University of Leeds exploring Applied Linguistics in an educational context.

1. Conceptualising the Complexity of Reflection for Effective Reflective Practice

2. Discursive Negotiation of Pedagogical Identities across Diverse Settings

3. The Formation and Development of Teacher Cognition

4. Experiencing Teaching in the United Kingdom

5. Teachers' Beliefs and Opportunities in Light of the Curriculum Reform in Malaysian Classrooms

6. Experiencing Blended Language Learning in Malaysia Public Higher Education Institution

7. Lessons Learned from Navigating e-Campus UMK