From beliefs to practices: The gap in reflective teaching among university teacher educators

Reflective Teaching (RT) is considered a tool that enables teachers to think about educational events in a thoughtful, analytical, and objective manner. A limited number of studies have addressed RT in Arab universities in general and in teacher preparation programs in particular. Thus, the researcher conducted this mixed-method study to explore the beliefs about RT from the perspective of University Teacher Educators (UTEs) and compare them with their actual practices. The study included all UTEs in the teacher preparation program at Hashemite University, totaling 20 UTEs. They were asked to complete a questionnaire assessing beliefs about RT. Based on the findings, a group of 5 UTEs was selected for classroom observations, interviews, and the analysis of their lesson plans and reports. The results revealed that UTEs believe they adopt RT practices to a high degree before, during, and after classroom sessions. Classroom observations and interviews indicated that RT practices were nearly positive during class, with classrooms being learner-centered and rich in RT practices. However, RT practices before and after class were found to be negative and less apparent, contradicting their stated beliefs. The study recommends providing sufficient guidance and training for UTEs in RT skills and strategies, encouraging them to integrate these practices into their professional development. The findings suggest that classrooms implementing RT can be considered successful.