The Impact of Reflective Practice on Teacher Efficacy and Professional Growth among English as a Foreign Language (EFL) Teachers in China

Abstract

In the dynamic landscape of English as a Foreign Language (EFL) education in China, the need for effective and adaptive teaching strategies has become increasingly critical. Traditional teacher training methods often fall short in equipping educators to handle the complexities of real-world classroom environments. This study investigates the impact of reflective practice on the self-efficacy and professional growth of EFL teachers in China. Reflective practice, encompassing both reflection-in-action and reflection-on-action, enables educators to critically analyze and improve their pedagogical approaches. Using a mixed-methods design, the study surveyed 300 secondary school EFL teachers and found a significant positive correlation between reflective practice and teacher efficacy. Qualitative data further illuminated how reflective activities—especially peer collaboration—foster professional identity, critical thinking, and innovation in teaching. The findings suggest that reflective practice is not merely a supplementary skill but a foundational tool for empowering teachers, improving instructional quality, and enhancing student outcomes in China’s examination-driven educational system. The study addresses a notable gap in the literature by contextualizing reflective practice within the Chinese EFL framework and proposes practical recommendations for integrating reflection into teacher development programs and policies.