Reflective practice designates the ability and willingness to consciously engage in a reflective process for continuous professional development. Reflexivity is strategic questioning of one’s own attitudes, thought processes, values, assumptions, and prejudgments to gain insights and deep understanding of one’s teaching practices. Reflective practice has further been identified as a significantly positive factor to enhance professional development. Despite reflective practice utility and prominence, a little attention has been given to the issue in the Moroccan higher education context. Therefore, this paper attempts to theoretically examine reflective teaching/practices for the teachers to deepen their insights into reflection in the EFL classroom to inform their practice. It further sheds light on the challenges teachers confront in the process of reflectivity as a pedagogical practice. This search mainly endeavours to review, document, analyze, and synthesize empirical and non-empirical literature on reflective teaching and how it is linked to teacher professional development. Hence, this study serves as a bedrock for teachers to embrace the spirit of a reflective practitioner.

Keywords: Reflective teaching, reflection, reflective practice, professional development.