Exploring the Impact of Reflective Teaching on Ongoing Professional Growth: The Case of M'sila Middle School EFL Teachers

Abstract

Abstract Reflective teaching is a critical tool for teachers, enabling them to improve their practices, adapt to challenges, and enhance student learning outcomes. The research aims to explore the impact of reflective teaching on ongoing professional growth in M’sila’s Middle schools in Algeria. The present study has adopted a qualitative research methodology. An interview and a questionnaire are data collection tools. The sample was composed of (30) middle school EFL teachers. Therefore, the study revealed that Reflective practice is essential for effective teaching, but challenges like time constraints and lack of institutional support hinder its effectiveness. Institutions should integrate structured reflection into assessment systems. Reflective teaching involves self-assessment, critical review of instructional strategies, collaborative problem-solving and long-term professional goals, requiring institutional resources and mentorship for novice teachers