Reviewers are expected to engage with writers in a collaborative process to help them to develop their ideas rather than provide feedback in a traditional manner. The following will be helpful as a guide during the reviewing process:
1. Interest Does the writing catch the reader’s interest? Why (not)?
2. Audience Does the writing address peers (teacher-researchers and researchers) interested in learner development issues?
3. Context In what ways does the writing create a clear picture of particular learners or particular groups of learners with reference to the learner development issue(s) that the writing focuses on?
4. Voice Does the writing communicate to the reader a clear authorial voice, as well as include other voices (e.g., learners, colleagues, cited work) about the issue(s) explored in the writing?
5. Problematising stance In what ways does the writing raise interesting and relevant questions about the issue(s) it focuses on, without being descriptive and distant?
6. Specific and clear focus Does the writing develop a specific focus of inquiry, address and explore this with clarity throughout?
7. Reflective sense of learning In what ways does the writing construct and reflect on a process of learning by the author and the participants involved in the research about the issue(s) that is/are focused on?
8. Multi-perspectives In what ways does the writing attempt to examine the question(s)/ puzzle(s) /issue(s) that it focuses on from alternative perspectives, rather than from (a single) conventional viewpoint(s)?
9. Knots Does the writing avoid easy answers and try to unravel knots that the writer encounters in the practice, theory, and inquiry? How?
10. Criticality By the end, has the writing drawn out key issues, re-framed these, and raised new questions for the reader to take away and consider?