Teachers’ Professional Development and Reflective Practice in English Language Teaching: Insights from Sindh’s Education Sector

Abstract

This study investigates how English Language Teaching (ELT) practitioners in Sindh engage in Continuous Professional Development (CPD) and Reflective Practices (RP), focusing on the scope, challenges, and institutional support available. Professional growth and reflective engagement are essential for effective teaching; however, in Sindh’s education sector, structured CPD opportunities and systematic RP mechanisms remain inadequate. Using a qualitative design, semi-structured interviews were conducted with six English language teachers from schools and colleges. Data were analyzed through Braun and Clarke’s six-phase thematic analysis framework to identify recurring patterns and challenges. Findings reveal uneven access to CPD, reliance on informal reflective tools such as journaling, and encouraging peer collaboration, but also highlight systemic barriers including excessive workload, limited infrastructure, and the perceived irrelevance of some training programs. Structured, context-specific CPD programs and sustained reflective practices are necessary, supported by institutional commitment, reduced workloads, and improved training relevance to enhance teacher professional growth.