How Does Teaching Reflection Shape Teacher Confidence? A Theoretical and Empirical Review on Enhancing College English Teachers' Self-Efficacy

Abstract

This review examines the relationship between teaching reflection and self-efficacy in enhancing the professional development of college English teachers.Self-efficacy, which refers to how well teachers believe they are capable of executing the tasks required to manage the classroom, plan and execute lessons and solve problems, influences their teaching and management strategies. One of the most crucial factors that increases this self-efficacy is that of teaching reflection. Understanding the impact of self-efficacy on teachers' professional development This paper synthesizes literature concerning the concept of self-efficacy, its measurement, and to what extent practical, cognitive, emotional, and critical types of reflection contribute to this development. Examine the factors affecting reflection effectiveness, including reflection methods, frequency, and institutional support. Overall the medium of reflection has its advantages but many opinions indicate a desensitization of reflection due to a lack of time or appropriate support. It also offers recommendations for future studies, such as longitudinal research and cross-cultural analyses, to explore ways in which reflection practices can be maximized to strengthen teacher self-efficacy. Such impact is framed because this systematic writing has provided a holistic structural basis for answering the question of how to strategically implement teaching reflection in the way of enhancing confidence in teachers and positive outputs in learning.