The broad purpose of this self-study is two-fold: first, to aid in redressing the lack of attention given to the professional development of teacher educators; and second, to forward the idea that teaching reflectively is not only an excellent framework through which self-directed professional development can be enacted, but it is also an effective form of self-directed professional development. Specifically, the report shows how the author (by employing elements of reflective teaching in lectures and tutorials) built practical or work-related knowledge in how to encourage the participation of a language-minority student in classroom discussions, differentiated instruction and learning and collaboration with colleagues.