Abstact
This is the final paper in a four-part series by two pre-service teacher educators. The authors define self-study of teacher education practices and outline their research methodology. They then draw on excerpts from their written reflections to examine how self-study of teacher education practices can enhance the reflective dimension of action research.

Abstract
To benefit from reflective and reflexive actions there is a need to contrast these two terms to understand what each is and is not. Both terms can indicate a level and concern for self-development. For instance, to be reflexive is to self-examine, to consider your internal conversation, and use this voice to guide, support, and enhance your work. Reflexivity is linked to introspection and the moment of action. Reflection is the act of looking upon the action after it has passed. The term reflexivity is less common yet there are several forms of reflexivity. Becoming aware of the types of reflexivity and the relationship with reflection helps researchers make sense of their own reflexivity and reflections.

Abstract
In the fall of 2003, the Eastern Townships School Board grades 5 & 6 teachers were faced with implementing a one-to-one laptop initiative, a new provincial curriculum, a balanced literacy framework and a language initiative whereby the students would receive more of their instruction time in a second language. To guard against Initiative Overload, the education consultants delivered the necessary professional development using an ongoing teacher research model in order to merge the four initiatives into one understandable and doable project. This mode of delivery allowed the consultants to adjust to the diverse and ever changing needs of the teachers.