Reflection is an essential dimension of effectiveteaching. It prompts classroom teachers to subject them-selves to a process of self-observation or self-evaluation.By reflecting on what they do in the classroom, teachersspecifically explore their teaching practices and beliefs andwhether these, indeed, work. This then may lead teachersto continue or modify their teaching strategies for theimprovement of their class instruction. Grounded on thenotions of reflective practice (in: Kumaradivelu2003;Freeman2002; Borg2003), this brief report aims to shareinsights from a case study conducted in the Philippines.Initially, the study presents challenges teachers face in thePhilippine education system in terms of actualizingreflective teaching. Using a case study approach amongteachers taking a master’s class on English LanguageTeaching issues, the presentation proceeds with discussingthe teachers’ views on reflective teaching and the existingchallenges faced in actualizing this practice in theirrespective contexts. The presentation further identifiesteachers’ contrasting views about existing theoreticalviewpoints on reflective teaching that may serve aspotential areas for further investigation

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• What is Reflective Teaching? Lessons Learned from ELTTeachers from the Philippines