ABSTRACT
This chapter is about teacher knowledge in reflective and inclusive practices in the light of evolving pedagogical techniques in higher education from antiquity to the present. Reflective practice is examining and re-examining ideas and actions to ascertain their practicability. The idea of inclusion is traceable to 1970s when equity claims focused on gender, class and ethnicity and from 1980s when the idea was picked up by disability activists. Inclusive practice in teaching is an educational approach that caters for all learners regardless of their abilities and backgrounds thus shunning any discriminatory tendencies. Teacher inclusive practices provide leeway that empowers both the learner and the teacher whereby the teacher is a facilitator and the learner is a discoverer of knowledge. The science of teaching, pedagogy, has been changed and refocused with time to include andragogy, heutagogy, synergogy, and other related appropriate terms.
