Disciplinary models of learning such as ethnography (cultural anthropology) and market competition (economics) have received little attention in the burgeoning literature on "how teacher thinking shapes education". To mobilize the pedagogical potential of these disciplinary idioms, the authors draw from the path-breaking works of Palmer and Rowland, the anthropological literature on teaching as ethnography, and their own experiences as teachers of cultural anthropology and economics to conceptualize a process they term reflexive pedagogy. Reflexive pedagogy--the deliberate cultivation of discipline-specific learning theories--encourages instructors to integrate the intellectual frameworks and identities of their teaching and scholarly lives and thus provides an effective vehicle for faculty dialogue and teacher development.