Keywords
Abstract
Reflective practice is a key pedagogical approach that contributes to teacher professional development and improves lesson quality in language education. This study investigates the significance of reflective practice in enhancing teacher competence from both theoretical and practical perspectives. Classroom observations, self-assessment tools, and experimental teaching trials were employed during the research. Findings indicate that reflective practice significantly improves teachers’ classroom management, decision-making, and instructional effectiveness. The study highlights the role of reflective processes in professional growth and provides recommendations for integrating reflection into teacher training programs.
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