Introduction
Reflective practice can be described as a process in which teachers examine their beliefs and classroom experiences in order to better understand their teaching and make informed decisions about future action (Farrell, 2015). Mann and Walsh (2017) highlight the importance of dialogue in this process, suggesting that reflection often develops through interaction rather than through individual thinking alone. Similarly, Boon (2007) argues that talking plays a central role in professional development. When teachers try to put their thoughts into words to a colleague or peer who is willing to listen and work to understand, they are encouraged to revisit . . .
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