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Fostering Preservice and Novice EFL Teacher Leadership Through Collaborative Reflections: A Narrative Phenomenology
Fomento del liderazgo de profesores de inglés en formación y principiantes mediante reflexiones colaborativas: una fenomenología narrativa
DOI:
https://doi.org/10.15446/profile.v28n1.120456Keywords:
Collaborative reflective practice, EFL teachers, Professional development, Teacher education (en)Desarrollo profesional, Formación docente, Liderazgo educativo, Práctica reflexiva colaborativa, Profesores de inglés como lengua extranjera (es)
This small-scale study investigates how collaborative reflective practice can foster teacher leadership among preservice and novice EFL teachers, while recognizing the benefits and challenges related to this approach. The findings suggest that collaborative reflective practice offers personal, social, and professional benefits, such as enhanced confidence, social support, and developed pedagogical practices. Yet, problems, including time limitations and changing levels of reflective expertise, were identified. This study contributes to the developing body of literature on teacher leadership by emphasizing the role of collaborative reflective practice in enhancing leadership development among EFL teachers.
Este estudio narrativo investiga los beneficios y desafíos asociados a la práctica reflexiva colaborativa y cómo esta puede fomentar el liderazgo entre profesores de inglés en formación y principiantes. Se encontró que la práctica reflexiva colaborativa ofrece beneficios personales, sociales y profesionales, como una mayor confianza, apoyo social y el desarrollo de prácticas pedagógicas. Sin embargo, también se identificaron problemas como limitaciones de tiempo y niveles variables de experiencia reflexiva. Este estudio contribuye a la creciente literatura sobre el liderazgo docente al enfatizar el papel de la práctica reflexiva colaborativa en el desarrollo del liderazgo entre docentes de inglés.
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Copyright (c) 2026 Alireza Karbalaei and Mohammad Hossein Arefian
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