Reflexive and Reflective Practices: A Catalyst for Novice EFL Teachers’ Sustainable Professional Development

Abstract

Reflective and reflexive practices are a prerequisite for enhancing English as a Foreign Language (EFL) teachers’ personal advancement and continuing professional development. Although extensive research has been carried out on the role of these practices in fostering EFL teachers’ ongoing involvement in professional development, scant attention has been paid to novice EFL teachers. Engaging in a systematic critical reflection on practical experience engenders a deep immersion in sustainable professional development, a much-needed endeavor to navigate early challenges and harsh classroom realities, promote lifelong upskilling, foster a mindset of perpetual growth, and maximize professional potential. Therefore, this review sets out to consolidate understanding of how engaging in reflexive and reflective practices supports novice EFL teachers’ continuing professional development and to provide an overview of practical ways and tools to facilitate the effective integration of these practices into their vocational journey. This paper encourages novice EFL teachers to adopt a reflexive and reflective approach regarding their teaching practice and encourages its formalized integration into teacher education programs, workplace culture, and professional practices.