أثر استخدام الممارسات التأملية في التطوير المهني لمعلمات اللغة الإنجليزية المستجدّات في المرحلة المتوسطة بمدينة جدة
This study aimed to reveal the impact of using reflective practices on the professional development of novice female English teachers at the intermediate level in Jeddah. It sought to understand the perceptions of novice English teachers regarding reflective practices as a form of professional development, and to identify the difficulties that hinder teachers from practicing self-reflection. This qualitative study used the phenomenology approach. To achieve this, the researchers collected data using triangulation with multiple tools including individual interviews, a self-reflection form, and focus group discussions. The results of this study indicated a positive impact on the professional development of teachers after using reflective practices. The findings clarified the teachers’ perceptions of reflective practices before and after using the self-reflection form, and revealed some challenges and obstacles that prevent teachers from practicing reflection regularly. (Published abstract)