Writing as a means of teacher learning is the focus of this resource. It focuses on the value of reflective writing as a learning resource for teacher professional development and as a powerful tool in inquiry-based learning. The contributors in this book are language learners, teachers of English and other languages, teacher educators, and higher education teachers. Their writing includes dialoguing in online journals, group journals, and using autobiography, narrative, memoir, phenomenology, and self-study. Most of the contributors demonstrate the use of reflective writing as a class resource as well as a support for their own professional development. The chapters comprise case analyses of teacher learning. The contexts include formal teacher education, such as short courses and graduate programs. The chapters also document professional in-service communities, informal teacher groups, pairs of teachers reflecting together, and individual teachers writing to reflect on practice at particular points in their lives, or integrating it in their daily practice. A variety of themes are evident, such as the use of electronic technology as a writing tool, collaborative journaling, global networking, creating teacher-learning communities, and teacher-initiated research. Table of contents: * Chapter 1: Reflective writing - getting to the heart of teaching and learning (Jill Burton) * Chapter 2: Moving towards truly reflective writing (Phil Quirke and Eberth Zagallo) * Chapter 3: The language teacher as language learner (Shelley A. Spencer) * Chapter 4: Constructing communities of practice through memoirs and journals (Carla L. Reichmann) * Chapter 5: Collaborative reflections on learning another language: implications for teaching (Michael Carroll and Seiko Tatsuta) * Chapter 6: Small-group journals as a tool of critical reflection: a measure of success and failure (Latricia Trites) * Chapter 7: Reflecting through autobiographies in teacher education (Tania R.S. Romero) * Chapter 8: Online dialogue journals - a virtual voice (Silvia Correa and Deborah Skibelski) * Chapter 9: The discussion doesn't end here - the online discussion board as a reflective writing forum (Mary Jeannot and James Hunter) * Chapter 10: The role of free writing in teachers' growth and development: insights from Austria (Rebecca Mlynarczyk, Renate Potzmann, and Kunigunde Haigner) * Chapter 11: Teaching on soft earth - writing and professional transformations in Peru (Spencer Salas) * Chapter 12: Building an international community of scholars and practitioners through e-mail journaling (Joy Kreeft Peyton) * End tasks.