REFLECTIVE TEACHING PRACTICES AMONG PRE-SERVICE EFL TEACHERS

Abstract

Reflective teaching has become an essential component in training pre-service English teachers.
This study investigates the perceptions and practices of reflective teaching among pre-service EFL
teachers at a university in Vietnam. Utilizing a qualitative approach through semi-structured interviews,
reflective journals, and classroom observations, the findings reveal that most participants are aware of the
significance of reflection but encounter challenges in applying it systematically. The study also identifies
both enabling factors and obstacles to reflective practices, offering recommendations to enhance teacher
education programs and support sustainable professional development