From Knowledge Sharing to Reflective Thinking: Using Focus Group to Promote EFL Teachers’ Reflectivity

Educational research literature has underscored the key role of collaboration and interaction among teachers. As such, present study, as its main objective, sought whether knowledge sharing in a reflective focus group improved English foreign language(EFL) student teachers’ practice. In addition, it explored benefits challenges to group. To this end, survey practice, semi-structured interview were employed investigate questions. Eleven Iranian Master Arts (MA) students who were, at same time, EFL teachers languages schools served participants study. The results indicated that platform could enable improve their practice through with colleagues. Among other factors, receiving constructive feedback, recognizing possible relationship between theory Regarding barriers using group, various inhibitors reported by can be classified into personal, institutional, educational factors. implications study are also presented.