Abstract
This research aims to consolidate previous studies on the reflection of Japanese language teachers, focusing on volumes 1 to 28 of the "Japanese Language Education Methods." Our findings revealed six studies that specifically examined teachers' reflections. We have summarized the aspects of "[Who] [Why] [What] [How] reflected". It was observed from various accounts of reflection that those provided by multiple teachers stood out more prominently. Based on the exclusion of the background and purpose of the reflection in several studies, it was also concluded that the background and purpose may be important points to bring up.
