How to Cite
Abstract
The aim of this study is to explore how reflective practice can serve as an effective pedagogical tool to reduce teacher burnout and promote sustainable teaching. The research seeks to identify the ways in which self-reflection, peer reflection, and critical analysis of one’s own teaching experiences contribute to teachers’ emotional resilience, professional growth, and long-term job satisfaction. Furthermore, the study aims to develop a framework that integrates reflective strategies into teacher education and continuous professional development programs to ensure the sustainability of the teaching profession.
References
1. Schön, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books.
2. Maslach, C., & Leiter, M. P. (2016). Understanding the Burnout Experience: Recent Research and Its Implications for Education and Work. London: Routledge.
3. Farrell, T. S. C. (2016). Encouraging Teacher Reflection in Education: A Reflective Approach. TESOL Journal, 7(3), 546–558.
4. Richards, J. C., & Lockhart, C. (1994). Reflective Teaching in Second Language Classrooms. Cambridge: Cambridge University Press.