Fostering Reflective Practice in EFL Teachers: A Systematic Review of Effective Strategies and Implications for Professional Development
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Abstract
Reflective practice (RP) is widely recognized as a cornerstone of teachers’ professional development. It allows educators to critically examine their actions, beliefs, and professional identities, enabling them to adapt to evolving educational initiatives and enhance their teaching competencies. In the field of English as a foreign language (EFL) education, RP is essential for effective teaching and learning. Therefore, fostering EFL teachers’ RP capacity is crucial for educational reforms worldwide. This systematic review aims to identify effective strategies for enhancing RP among EFL teachers. Analyzing 42 peer-reviewed articles published between 2020 and 2024 and indexed in Scopus and SSCI journals, this study adhered to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines for criteria identification, data selection, and analysis procedures. The results revealed three prominent strategies highlighted in the existing literature: (1) establishing collaborative RP communities, (2) integrating technology into RP, and (3) embedding RP within teacher education programs. Additionally, the findings suggest that RP is a powerful tool for EFL teachers’ professional development. This paper aims to provide valuable insights for EFL educators and policymakers on how to facilitate effective reflection within professional networks.
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