Kis, Saadet KorucuKartal, Galip2024-02-232024-02-2320191462-39431470-1103https://doi.org/10.1080/14623943.2019.1651715https://hdl.handle.net/20.500.12452/13222Reflective teaching is considered as the optimal approach to teacher education and it is suggested to be taught before the practicum starts. However, there is a lack of research investigating whether large classes constitute an obstacle to the implementation of reflective practices in teacher education programs. Engaging 60 third-year English as a foreign language (EFL) student teachers in reflective practices through the procedures of self-monitoring, peer-observation, and journal writing in a campus-based course, this study aimed to find out what benefits and problems student teachers would experience throughout the process. Participants acknowledged that involvement in reflective practices helped them develop self-awareness, criticality and reflective mindsets while also expanding understanding of new content. They also indicated three major challenges in observing self and peers, and writing journals: lack of reflective skills, time pressure, and repetitive process. The researchers conclude that implementing reflective practices is demanding but attainable in large classes.eninfo:eu-repo/semantics/closedAccessStudent TeachersPre-Service Teacher EducationReflectionReflective PracticeReflective LearningLarge ClassesArticle2056376532-s2.0-85070487304Q1WOS:00048097500000110.1080/14623943.2019.1651715