Books:

• Bolton, G. (2014). Reflective Practice: Writing and Professional Development. 4th ed. Sage.
• Dewey, J. (1933). How We Think. D.C. Heath and Company.
• Farrell, T. S. C. (2015). Promoting Teacher Reflection in Second Language Education: A Framework for TESOL Professionals. Routledge.
• Farrell, T. S. C. (2018). Research on Reflective Practice in TESOL. Routledge.
• Farrell, T. S. C. (2018). Reflective Language Teaching: Practical Applications for TESOL Teachers. Bloomsbury.
• Farrell, T. S. C. (2019). Reflection as Action in ELT. TESOL International publications.
• Farrell, T. S. C. (2019). Reflective Practice in ELT. Equinox.
• Korthagen, F. A. J., Kessels, J., Koster, B., & Wubbles, T. (2001). Linking Practice and Theory: The Pedagogy of Realistic Teacher Education. Lawrence Erlbaum Associates.
• Mann, S. & Walsh, S. (2017). Reflective Practice in English Language Teaching. Routledge.
• Schön, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. Basic.
• Schön, D. A. (1987). Educating the Reflective Practitioner. Jossey-Bass.
• Sakata, T., Nakata, N., Murai, N., Yano, H., & Yamabe, E. (2019). Reflection Nyumon [The Book of Reflection]. Gakubunsha. 
• Tamai, K., Watanabe, A., Asaoka, C. (2019). Reflective Practice Nyumon [Introduction to Reflective Practice]. Hitsuji Shobo. 
• [new] Tajeddin, Z., & Watanabe, A. (2022). Teacher Reflection Policies, Practices and Impacts. Multilingual Matters. https://www.multilingual-matters.com/page/detail/Teacher-Reflection/?k=9781788921022
• Watanabe, A. (2016). Reflective Practice as Professional Development: Experiences of Teachers of English in Japan. Multilingual Matters.
• Widdowson, H. E. (1978). Teaching Language as Communication. Oxford University Press.

Articles and book chapters:

• ​Jay, J. K. & Johnson, K. L. (2002). Capturing complexity: A typology of reflective practice for teacher education. Teaching and Teacher Education 18, 73-85. 
• Johnson, K.E. & Golombek, P. R. (2002). Inquiry into experience: Teachers' personal and professional growth. In K.E. Johnson & P. R. Golombek (eds.). Teachers' Narrative Inquiry as Professional Development. 1-14. Cambridge: Cambridge University Press.
• Rogers, C. (1957).  The Necessary and Sufficient Conditions of Therapeutic Personality Change. Journal of Consulting Psychology 21, (2), 95-103.
• Tamai, K. (2016). Use of epistemological lenses on the ambiguity of reflective practice: What is it to reflect on experience? Journal of Research Institute 53, 23-50.
• Watanabe, A. (2018).  Journal Writing as a Space for Reflection: the Concept of Kotodama. In R. Barnard & J. Ryan (eds.). Reflective Practice: Voices from the Field. 98-107. London: Routledge.​​​

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