Abstract
Reflective practice has been reported to be effective in enhancing teaching and learning. However, many teachers of English in Nigeria are not aware of it. Thus, this study investigates the awareness and implementation of reflective practices among English language teachers in Nigerian secondary schools. A cross-sectional survey research design was adopted and 77 teachers were selected to participate in the study. Data for the study were collected using a questionnaire and semi-structured interviews. The study discovered that most of the respondents have a low level of engagement in reflective practice in their teaching activities. The findings also suggest a lack of awareness of reflective practices among the majority of respondents. Additionally, the study discovered that even those with some awareness of reflective practices rarely followed established steps for incorporating reflection into their teaching. This indicates a significant gap between theoretical knowledge and practice. Thus, the study makes recommendations for professional development programs to familiarize educators with the concept of reflective teaching and its potential impact on instructional effectiveness.
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