Reflection on teaching and the scholarship of teaching: Focus on science instructors

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An investigation into excellent tertiary teaching: Emphasising reflective practice (2004, background): “Other researchers have made links between the scholarship of teaching (Boyer 1990) and the role of reflective practice (e.g., Kreber 2002; Kreber and Cranton 2000; Trigwell et al. 2000).”
Reflection on teaching and epistemological structure: reflective and critically reflective processes in ‘pure/soft’ and ‘pure/hard’ fields (2009, methodology): “A study with thirty-six science faculty (Kreber 2005a) showed the extent to which these engaged in the nine reflective processes underlying the model (Kreber and Cranton 2000).”
Rethinking Disorienting Dilemmas Within Real-Life Crises (2012, background): “In recent years, reflection has become well established in adult and higher education (see, e.g., Brookfield, 2000; Kreber, 2005; Procee, 2006).”
From reflection to action? Barriers and bridges between higher education teachers’ thoughts and actions (2012, background): “The context-specific relevance of knowledge as motive for reflection While considering what makes some teachers reflect and others not, Kreber (2004, 2005) argues that teachers are unlikely to reflect on issues which they do not find relevant.”