Enhancing reflective practice in language teacher education: Technology as a critical reflective partner

Abstract

This article explores how technology can serve as a critical partner in enhancing reflective practice in language teacher education. Drawing on recent studies, it examines the potential of AI tools, digital portfolios, video-based analysis, and online collaborative platforms. The argument hinges on the need to move toward a human-centred integration of digital tools that support metacognitive growth, emotional resilience, and professional identity development. The article proposes a five-principle framework for technology-enhanced reflection, emphasising pedagogical alignment, depth, collaboration, transparency, and teacher agency. While acknowledging risks related to over-automation and ethical ambiguity, the article contends that well-designed technologies, when critically embedded in reflective ecosystems, can deepen inquiry, foster contextualised insight, and support more dialogic and sustainable teacher learning. Ultimately, it advocates for technology that amplifies human reflection, positioning language educators as co-constructors of meaning in digitally mediated learning environments.