REFLECTIVE PRACTICE AS A TOOL FOR TEACHER DEVELOPMENT

Abstract

Reflective practice has been recognized as a dynamic process through which teachers critically analyze their actions to foster continuous professional growth. It has been viewed as a purposeful and systematic approach to examining instructional strategies, decision-making, and learner engagement (Akbari, 2007). Teachers’ abilities to question, assess, and adapt their methods have been identified as essential for ensuring lifelong learning and professional advancement (Sellars, 2012). The role of reflective practice in teacher education and professional growth has therefore been emphasized as central to enhancing classroom effectiveness and developing self-awareness.