Examining Reflective Teaching Practices in the Digital Age

ABSTRACT:Reflective teaching is the process of critically evaluating one’s own practices to improve effectiveness. This paper examines reflective teaching concepts from seminal thinkers like Dewey, Schön, and Zeichner and Liston, emphasizing questioning assumptions and willingness to change. It summarizes aspects teachers can reflect on using Richards and Lockhart’s framework spanning beliefs, decision-making, roles, lesson structure, classroom interaction, activities, and language use. Research reviewed explores practices in technology-rich contexts, using blogs, integrating technology in training programs, links between attitudes about technology and reflective practices, critical thinking on technology integration resulting from course tasks, and guided reflections on cultural competence. Key findings show that technology-oriented tasks elicit more transformative thinking about integration compared to traditional applications. However, positive attitudes toward technology do not necessarily translate to usage for reflection. There are also gaps between leaders and teachers in sustaining practices, so developing reflective skills is recommended. The paper offers practical suggestions for teachers to leverage video analysis, collaborative documentation, blogging, journaling, annotating plans and student work, surveying students, and analyzing performance data to make reflection a consistent habit focused on improvement.

KEYWORDS: reflective practice, teaching, EFL, ICT, teacher development, educational technology