Résumé:
Reflective teaching has been incorporated into teacher education and development programs
to challenge technical rationality and allow teachers greater freedom in developing their own
strategies based on classroom experiences. This thesis explores the perceptions of secondary
school EFL teachers and inspectors regarding the impact of reflective practice and
professional development and training programs (PDTP’s) on classroom performance.
Using an exploratory approach, data were collected adhering to a mixed-methods approach
wherein teacher questionnaires, semi-structured interviews with inspectors, classroom
observations, and analyses of professional development seminars were employed. The
teacher reflective teaching questionnaire was used to assess levels of reflection and identify
teachers with high levels of practical and critical reflection. Further, classroom observations
of two reflective teachers assessed the impact of reflectivity on performance. Semistructured interviews explored inspectors' views on implementing reflective approaches in
development programs. The study involved 150 EFL teachers and 2 inspectors from the
Wilaya of M’sila. Results indicated that teachers demonstrate moderate levels of reflection,
employing reflective strategies without full awareness of reflective teaching concepts.
Inspectors recognize the value of reflective practices but note that professional development
programs promote reflective skills implicitly, influenced by technical rationality orientation.
