Phil Quirke, Ph.D. (2006), Aston University, is Executive Dean of Education, Higher Colleges of Technology, UAE. He has been in Higher Education leadership positions for over twenty years and published widely on teacher education, reflective writing, and educational management and leadership.Joy Kreeft Peyton, Ph.D. (1984), Georgetown University, Washington, DC, is a Senior Fellow, Center for Applied Linguistics, Washington, DC. Her work includes facilitating and studying the power of writing to give students and teachers opportunities to express themselves in environments that allow reflection and documentation of learning. Jill Burton, Ph.D. (2009), University of South Australia, is an adjunct associate research professor of applied linguistics in the School of Education, University of South Australia. She is a researcher, editor, and reviewer who writes and publishes on language teacher development, research methods, and reflective writing.Carla Reichmann, Ph.D. (2001), Universidade Federal de Santa Catarina, is full professor in the Foreign Modern Languages Department and Linguistics graduate program, Universidade Federal da Paraíba, Brazil. A CNPq research fellow, her work addresses language teacher development, literacy practices, and supervised internship issues.Latricia Trites, Ph.D. (2000), Northern Arizona University, is full professor of Teaching English to Speakers of Other Languages (TESOL) and English at Murray State University, Murray, KY, serving as Director of the TESOL program. Her research includes reflective teaching, assessment, reading comprehension, and online teaching.

• AcknowledgementList of Figures and Tables1 Reflective Writing and Its Potential for Developing Teacher Leaders1 Importance of Reflective Writing in Learning, Teaching, and Leadership Development2 Forms of Reflective Writing3 Research on Reflective Writing4 Developing Depth in Reflective Writing5 Inquiry in Reflective Writing6 Reflective Writing in Teacher Leadership Development7 Chapters in This Book2 An Approach to Using Reflective Writing to Develop Teacher Leaders: DREAM Management1 Theoretical Structure of the Course2 Forms of Reflective Writing in Teacher Leader Development3 Participation Patterns in Reflective Writing for Teacher Leader Development4 Recruit5 Developing Depth in Reflective Writing for Teacher Leadership Development6 Increasing Depth of Reflection through Asking Why7 Conclusion3 Mentoring Reflection: Teaching Pre-service Teachers to Ask Why1 Pre-Service Teacher Disconnect2 Limited Perspective of Cooperating Teacher/Mentors3 Explicit Instruction on Reflection4 Personal Reflection: A Local Model5 Next Steps for Mentoring Reflection6 Conclusion4 Co-Leadership through Dialogue and Reflective Writing in the Teaching Practicum1 Core Concepts2 The Practicum: Macro and Microcontexts3 The Cooperating Teacher and University Supervisor Relationship4 Co-Leadership in the Practicum5 Reflections in Flux5 Visions and Realities: Doctoral Perspectives on Practice and Leadership1 The Doctoral Environment2 Doctoral Methodologies3 Reflections4 Proflections6 Patterns of Participation in Reflective Writing and Their Implications for Teacher Leadership Development1 Documenting Patterns of Participation in and Outcomes of Reflective Writing of Current and Prospective Teachers and Teacher Leaders2 Participation Patterns3 Participation Patterns and Outcomes of Teachers Developing as Leaders4 Implications for Teacher Leadership Development7 Reflective Writing to Develop Teacher Leaders: Where to Go from Here1 Reflections on Developing Teachers as Leaders2 The Role of Reflective Writing in Leadership Development3 Reflecting on the Chapters in This Book: Raising Questions4 Implications for Written Reflective Inquiry in Teacher Leadership Education5 Types of Leadership6 Next Steps for the Authors of This Book7 Reflective Writing and Teachers as Leaders – Next Steps for Us and the FieldIndex

Phil Quirke, Ph.D. (2006), Aston University, is Executive Dean of Education, Higher Colleges of Technology, UAE. He has been in Higher Education leadership positions for over twenty years and published widely on teacher education, reflective writing, and educational management and leadership.Joy Kreeft Peyton, Ph.D. (1984), Georgetown University, Washington, DC, is a Senior Fellow, Center for Applied Linguistics, Washington, DC. Her work includes facilitating and studying the power of writing to give students and teachers opportunities to express themselves in environments that allow reflection and documentation of learning. Jill Burton, Ph.D. (2009), University of South Australia, is an adjunct associate research professor of applied linguistics in the School of Education, University of South Australia. She is a researcher, editor, and reviewer who writes and publishes on language teacher development, research methods, and reflective writing.Carla Reichmann, Ph.D. (2001), Universidade Federal de Santa Catarina, is full professor in the Foreign Modern Languages Department and Linguistics graduate program, Universidade Federal da Paraíba, Brazil. A CNPq research fellow, her work addresses language teacher development, literacy practices, and supervised internship issues.Latricia Trites, Ph.D. (2000), Northern Arizona University, is full professor of Teaching English to Speakers of Other Languages (TESOL) and English at Murray State University, Murray, KY, serving as Director of the TESOL program. Her research includes reflective teaching, assessment, reading comprehension, and online teaching.

• AcknowledgementList of Figures and Tables1 Reflective Writing and Its Potential for Developing Teacher Leaders1 Importance of Reflective Writing in Learning, Teaching, and Leadership Development2 Forms of Reflective Writing3 Research on Reflective Writing4 Developing Depth in Reflective Writing5 Inquiry in Reflective Writing6 Reflective Writing in Teacher Leadership Development7 Chapters in This Book2 An Approach to Using Reflective Writing to Develop Teacher Leaders: DREAM Management1 Theoretical Structure of the Course2 Forms of Reflective Writing in Teacher Leader Development3 Participation Patterns in Reflective Writing for Teacher Leader Development4 Recruit5 Developing Depth in Reflective Writing for Teacher Leadership Development6 Increasing Depth of Reflection through Asking Why7 Conclusion3 Mentoring Reflection: Teaching Pre-service Teachers to Ask Why1 Pre-Service Teacher Disconnect2 Limited Perspective of Cooperating Teacher/Mentors3 Explicit Instruction on Reflection4 Personal Reflection: A Local Model5 Next Steps for Mentoring Reflection6 Conclusion4 Co-Leadership through Dialogue and Reflective Writing in the Teaching Practicum1 Core Concepts2 The Practicum: Macro and Microcontexts3 The Cooperating Teacher and University Supervisor Relationship4 Co-Leadership in the Practicum5 Reflections in Flux5 Visions and Realities: Doctoral Perspectives on Practice and Leadership1 The Doctoral Environment2 Doctoral Methodologies3 Reflections4 Proflections6 Patterns of Participation in Reflective Writing and Their Implications for Teacher Leadership Development1 Documenting Patterns of Participation in and Outcomes of Reflective Writing of Current and Prospective Teachers and Teacher Leaders2 Participation Patterns3 Participation Patterns and Outcomes of Teachers Developing as Leaders4 Implications for Teacher Leadership Development7 Reflective Writing to Develop Teacher Leaders: Where to Go from Here1 Reflections on Developing Teachers as Leaders2 The Role of Reflective Writing in Leadership Development3 Reflecting on the Chapters in This Book: Raising Questions4 Implications for Written Reflective Inquiry in Teacher Leadership Education5 Types of Leadership6 Next Steps for the Authors of This Book7 Reflective Writing and Teachers as Leaders – Next Steps for Us and the FieldIndex

Phil Quirke, Ph.D. (2006), Aston University, is Executive Dean of Education, Higher Colleges of Technology, UAE. He has been in Higher Education leadership positions for over twenty years and published widely on teacher education, reflective writing, and educational management and leadership.Joy Kreeft Peyton, Ph.D. (1984), Georgetown University, Washington, DC, is a Senior Fellow, Center for Applied Linguistics, Washington, DC. Her work includes facilitating and studying the power of writing to give students and teachers opportunities to express themselves in environments that allow reflection and documentation of learning. Jill Burton, Ph.D. (2009), University of South Australia, is an adjunct associate research professor of applied linguistics in the School of Education, University of South Australia. She is a researcher, editor, and reviewer who writes and publishes on language teacher development, research methods, and reflective writing.Carla Reichmann, Ph.D. (2001), Universidade Federal de Santa Catarina, is full professor in the Foreign Modern Languages Department and Linguistics graduate program, Universidade Federal da Paraíba, Brazil. A CNPq research fellow, her work addresses language teacher development, literacy practices, and supervised internship issues.Latricia Trites, Ph.D. (2000), Northern Arizona University, is full professor of Teaching English to Speakers of Other Languages (TESOL) and English at Murray State University, Murray, KY, serving as Director of the TESOL program. Her research includes reflective teaching, assessment, reading comprehension, and online teaching.

• AcknowledgementList of Figures and Tables1 Reflective Writing and Its Potential for Developing Teacher Leaders1 Importance of Reflective Writing in Learning, Teaching, and Leadership Development2 Forms of Reflective Writing3 Research on Reflective Writing4 Developing Depth in Reflective Writing5 Inquiry in Reflective Writing6 Reflective Writing in Teacher Leadership Development7 Chapters in This Book2 An Approach to Using Reflective Writing to Develop Teacher Leaders: DREAM Management1 Theoretical Structure of the Course2 Forms of Reflective Writing in Teacher Leader Development3 Participation Patterns in Reflective Writing for Teacher Leader Development4 Recruit5 Developing Depth in Reflective Writing for Teacher Leadership Development6 Increasing Depth of Reflection through Asking Why7 Conclusion3 Mentoring Reflection: Teaching Pre-service Teachers to Ask Why1 Pre-Service Teacher Disconnect2 Limited Perspective of Cooperating Teacher/Mentors3 Explicit Instruction on Reflection4 Personal Reflection: A Local Model5 Next Steps for Mentoring Reflection6 Conclusion4 Co-Leadership through Dialogue and Reflective Writing in the Teaching Practicum1 Core Concepts2 The Practicum: Macro and Microcontexts3 The Cooperating Teacher and University Supervisor Relationship4 Co-Leadership in the Practicum5 Reflections in Flux5 Visions and Realities: Doctoral Perspectives on Practice and Leadership1 The Doctoral Environment2 Doctoral Methodologies3 Reflections4 Proflections6 Patterns of Participation in Reflective Writing and Their Implications for Teacher Leadership Development1 Documenting Patterns of Participation in and Outcomes of Reflective Writing of Current and Prospective Teachers and Teacher Leaders2 Participation Patterns3 Participation Patterns and Outcomes of Teachers Developing as Leaders4 Implications for Teacher Leadership Development7 Reflective Writing to Develop Teacher Leaders: Where to Go from Here1 Reflections on Developing Teachers as Leaders2 The Role of Reflective Writing in Leadership Development3 Reflecting on the Chapters in This Book: Raising Questions4 Implications for Written Reflective Inquiry in Teacher Leadership Education5 Types of Leadership6 Next Steps for the Authors of This Book7 Reflective Writing and Teachers as Leaders – Next Steps for Us and the FieldIndex