This article has three aims: to continue the process of giving credence to reflective teaching, which is integral to effective teaching and learning; to make explicit the connections between reflective teaching and inclusive teaching; and to identify key tasks for teachers in the inclusive classroom. Relevant articles were selected for inclusion in this review by searching online databases for key words and phrases. Findings reveal that the following features of reflective teaching connect with and are fundamental to inclusive teaching: giving careful consideration or thought; questioning personal assumptions, values, and beliefs; taking initiatives; using intuition; taking part in development and change; and the use of journalling. Teachers' tasks in the inclusive classroom include giving careful consideration to what is to be taught and how it is to be taught (rather than who is to learn); considering the learning needs of all students (not just those with additional needs); questioning beliefs and rejecting deterministic and associated ideas; reflecting on the classroom situation; constantly seeking out and trying new things to support all learners; discussing new initiatives with colleagues in order to receive feedback; examining, framing and attempting to solve dilemmas of the classroom; using journals to track students' learning; and taking responsibility for their own professional growth and understanding. [ABSTRACT FROM AUTHOR]

中文翻译：

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反思性教学，全纳教学和全纳课堂中教师的任务：文学研究

本文的三个目标是：继续对反思型教学给予信任，这是有效教学的组成部分；明确反思性教学与包容性教学之间的联系；并确定包容性教室中教师的关键任务。通过搜索在线数据库中的关键词和短语，选择了相关文章纳入本评价。研究结果表明，反思性教学的以下特点与包容性教学联系在一起，并且是包容性教学的基础：认真考虑或思考；质疑个人的假设，价值观和信念；采取主动；用直觉 参与发展与变革；以及日记的使用。老师' 包容性教室的任务包括仔细考虑要教的内容和要教的方式（而不是学习对象）；考虑所有学生的学习需求（不仅仅是有额外需求的学生）；质疑信念并拒绝确定性和相关思想；反思教室情况；不断寻找并尝试新事物以支持所有学习者；与同事讨论新的举措，以便获得反馈；检查，构图并尝试解决教室的困境；使用期刊跟踪学生的学习；并对自己的专业成长和理解负责。[作者的摘要] 质疑信念并拒绝确定性和相关思想；反思教室情况；不断寻找并尝试新事物以支持所有学习者；与同事讨论新的举措，以便获得反馈；检查，构图并尝试解决教室的困境；使用期刊跟踪学生的学习；并对自己的专业成长和理解负责。[作者的摘要] 质疑信念并拒绝确定性和相关思想；反思教室情况；不断寻找并尝试新事物以支持所有学习者；与同事讨论新的举措，以便获得反馈；检查，构图并尝试解决教室的困境；使用期刊跟踪学生的学习；并对自己的专业成长和理解负责。[作者的摘要] 并对自己的专业成长和理解负责。[作者的摘要] 并对自己的专业成长和理解负责。[作者的摘要]