Reflective practice is widely recognized as an essential component of teacher professional development (TPD), and journal writing is an effective way to enhance teachers’ engagement in it. This study explores how in-service English teachers perceive and implement reflective practice, and how it contributes to their professional growth. Despite its importance, few studies have systematically examined how experienced teachers reflect on their English teaching. Using a mixed-methods approach, this research analysed six weeks of reflective journals written by six in-service English teachers with 7–26 years of experience, employing thematic analysis. It also incorporated open-ended survey responses from over 180 teachers, analysed using multiple response analysis (MRA) to triangulate and complement findings. Five key focusing areas emerged: (1) evaluating teaching, (2) approaches and methods, (3) theories of teaching, (4) self-awareness, and (5) cross-cultural communication. Survey results confirmed the significant role of reflection in TPD, and revealed after-lesson individual reflection was the most common practice. The study offers insights into how experienced English teachers reflect on their teaching practices and how such reflection supports their professional development, providing practical implications for future TPD initiatives.
Sun et al. (Fri,) studied this question.