Fostering Preservice and Novice EFL Teacher Leadership Through Collaborative Reflections: A Narrative Phenomenology

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.