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This paper critically analyses a student’s reflections on their experience in the “Becoming a Reflective Practitioner” course. The analysis explores the course's transformative nature, the instructor's role, the value of reflection in professional development, and the need for incorporating reflective courses in teaching-related fields. Through the student’s reflection, it becomes evident that the course profoundly impacted her personal and professional growth. The role of the instructor emerged as a significant factor in creating an engaging and impactful learning environment. The student’s reflections also emphasized the value of reflection in professional development and highlighted the importance of incorporating reflective courses in teacher education programs. The findings of this analysis contribute to the existing body of knowledge on reflective teaching and advocate for integrating reflection into teaching philosophies and behaviors. This paper encourages further research and implementation of reflective practices in teaching-related fields, ultimately aiming to enhance the quality of education and foster continuous learning and growth among educators.

Keywords: Reflective Teaching, Gibbs' Reflective Cycle, Autoethnography, Professional Development, Teacher Education.