Collaborative Reflective Practice in Empowering EFL Beginning Teachers

One of the best ways to develop teachers professionally is to train them to reflect collectively during their teacher training program. In this case, beginning teachers will be sent to schools with a practical tool and method of inquiry and gain honest and constructive feedback from other experienced teachers. This qualitative study explored ۲۰ English as a Foreign Language beginning and pre-service teachers’ opinions, beliefs, and experiences of implementing collaborative reflective practice in empowering educational and professional settings and the learning and teaching community. After training pre-service and beginning teachers to reflect and giving sufficient time to apply this in their practices, they were interviewed through a semi-structured interview and discussion groups; also, the findings of the thematic analysis revealed that it leads into having better decision-making and problem-solving skill of teachers, possessing a higher self-confidence, motivating to gain voice and change, reflecting beliefs and emotions vividly, forming a supportive community of practice, providing ongoing learning, and creating a high-quality education. The result of this study will inform stakeholders, teacher educators, and beginning teachers to apply this technique in their everyday practices.