Exploring EFL teachers’ experiences with reflective practices

The contributions of reflective teaching to teachers’ professional development are widely accepted in the literature. However, there is limited information, particularly in the Turkish context, about how in-service English as a Foreign Language (EFL) teachers experience reflective practices and the institutional and ethical challenges they face in this process. To this end, this study explored the experiences of 16 Turkish in-service EFL teachers regarding reflective practices in Türkiye through semi-structured interviews conducted on a voluntary basis using convenience sampling. Qualitative data revealed that Turkish EFL teachers engaged in reflective practices, but not in a systematic manner. Generally, teachers preferred peer collaboration over journaling and video recording for reflection. The study also highlighted some challenges hindering most participants from applying reflective practices, including limited professional capacity, institutional barriers, and emotional factors. Drawing on the data, this study suggests the need to offer professional development programs, ensure a supportive school environment, schedule timetables to allocate time for reflection, and facilitate teachers’ access to essential instructional resources.