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This mixed-methods study examines the status of reflective practice among language teachers, identifies barriers to implementing reflective practice, and explores motivators that can address these issues. The study also investigates the discrepancies between teachers’ perceptions of reflection and their practice. To this aim, the perception of 190 English teachers’ reflective practice was examined via an inventory. An interview with 124 teachers also scrutinized the inhibitors, motivators, attitudes, and reflective tools teachers adopt. Nine highly reflective teachers’ classes were further observed to investigate their reflection in action. The results indicated that their reflection was above medium, the attitude toward reflective practice was positive, and only a little match was found in their perception and classroom practices. They listed inhibitors and motivators, and observation was their favorite reflection tool. The findings underscored the significance of reflective practice in providing reform in teacher education.
Zarrabi et al. (Sun,) studied this question.