Fostering EFL Preservice Teachers’ Reflective Practices through Dialogic Pedagogy in Teacher Education

Dialogic pedagogy has emerged as a widely adopted alternative method of teaching and learning in teacher education. Aligned with this trend, this study explores how dialogic pedagogy fosters reflective practices among EFL preser vice teachers, emphasizing its pivotal role in enhancing critical thinking skills and collaborative learning environments in teacher education. This qualitative study investigates the various ways in which dialogic approaches exert influence on the developmental trajectory of preservice teachers through interviews, observations, and field notes. By closely examining the impact of dialogic pedagogy on preservice teachers’ growth, classroom dynamics, and instructional competencies, this study aims to shed light on the transformative potential inherent within the dialogic pedagogical methodology, shaping preservice teachers' reflective capacities and instructional strategies. Ultimately, the insights gleaned from this investigation inform edu cational stakeholders about the instrumental role that dialogic pedagogy can play in equipping educators with the requisite skills and dispositions to navigate the complexities of contemporary classrooms adeptly.