Chapter 3 provides details of a first year ESL teacher reflecting on her philosophy, principles, theory, practice, and critical reflections beyond practice. The chapter also provides details of her interpretations of her overall reflections, followed by a discussion of the teacher’s experiences during her first year of teaching.

Chapter 11 provides a reflection for action by presenting a model for early career ESL teacher development that includes reflection, support, resilience, and well-being. The chapter also discusses some limitations and considerations for future research.

Chapter 5 provides details of a third year ESL teacher reflecting on his philosophy, principles, theory, practice, and critical reflections beyond practice. The chapter also provides details of his interpretations of his overall reflections, followed by a discussion of the teacher’s experiences during his third year of teaching.

Chapter 1 outlines and discusses the issues and challenges early career teachers are faced with at different times in their first five years of teaching. Next, the chapter outlines the aims of the book and why it is important.

Chapter 4 provides details of a second year ESL teacher reflecting on her philosophy, principles, theory, practice, and critical reflections beyond practice. The chapter also provides details of her interpretations of her overall reflections, followed by a discussion of the teacher’s experiences during her second year of teaching.

Chapter 10 provides an overall summary of the results of the seven ESL teachers’ journey through each of the five stages, or a reflection-on-action summary of the main findings. This is followed by all seven ESL teachers’ reflections on the findings of their individual reflective journey. The chapter also discusses the teachers’ reflective dispositions, including their open-mindedness, wholeheartedness, and responsibility.

Chapter 7 provides details of a fifth year ESL teacher reflecting on her philosophy, principles, theory, practice, and critical reflections beyond practice. The chapter also provides details of her interpretations of her overall reflections, followed by a discussion of the teacher’s experiences during her fifth year of teaching.

Chapter 9 provides details of a tenth year ESL teacher reflecting on her philosophy, principles, theory, practice, and critical reflections beyond practice. The chapter also provides details of her interpretations of her overall reflections, followed by a discussion of the teacher’s experiences during her tenth year of teaching.

Chapter 6 provides details of a fourth year ESL teacher reflecting on her philosophy, principles, theory, practice, and critical reflections beyond practice. The chapter also provides details of her interpretations of her overall reflections, followed by a discussion of the teacher’s experiences during her fourth year of teaching.