The Decolonising the Curriculum (DtC) movement questions very values we take for granted as learning developers. If our role is to develop academic literacies and support students succeed in curriculum it is, can developers be decolonisers? This opinion piece argues that should. It outlines where integrate DtC agenda into work through reflective relational practice. stresses importance of refle...

We present an empirically based model for modeling the quality of pre-service teacher reflection. Conversations from twelve groups a total 47 teachers were video recorded and transcribed verbatim. First, we analyzed their conversations through practical epistemology analysis operationalization Dewey’s definition reflection to identify moments that appeared in teachers’ talk. Thereafter, employe...