Reflective teaching as a form of continuous training: tata city as a case study, Morocco

Abstract

This study investigates EFL teachers' perceptions, challenges, and practices of reflective teaching in the provincial directorate of the Moroccan Ministry of Education in Tata. A mixed methods research design was adopted, with 42 EFL teachers participating in the study. The data were collected through a five-point Likert scale questionnaire, semi-structured interviews, and the analysis of three official Moroccan documents. Descriptive statistics and thematic analysis were used to analyze the quantitative and qualitative data, respectively. The findings revealed that the EFL teachers perceive reflective teaching as a tool for professional growth and informed teaching practices, but face personal challenges related to schools, and the Moroccan Ministry of Education. The study highlights the value of reflective teaching and identifies the challenges that need to be overcome especially lack of interpersonal skills, heavy workload, and absence of institutional programs. It also reveals that keeping journals and holding discussions with EFL teachers are among the preferred practices of reflective teaching in the provincial directorate of the Moroccan Ministry of Education in Tata. The study has direct implications for policy makers and research.