This study examines the role of reflective teaching in enhancing teachers’ professional growth through a systematic literature review guided by the PRISMA 2020 framework. While reflective teaching has long been recognised as a key component of effective pedagogy, existing research remains fragmented across conceptual, methodological, and contextual dimensions. To address this gap, the study synthesises 53 peer reviewed studies published between January 2015 and December 2025, identified through a structured search of Scopus, Web of Science, ERIC, and Google Scholar. The findings indicate that reflective teaching is a multidimensional process integrating cognitive, social, emotional, and technological elements. It contributes to professional growth by supporting instructional improvement, professional identity development, critical thinking, and emotional resilience. The analysis also highlights the increasing importance of collaborative and technology mediated reflection, particularly through professional learning communities and digital tools. However, the effectiveness of reflective teaching is influenced by contextual conditions, including the availability of structured guidance, institutional support, and opportunities for collaboration. This study contributes to the literature by providing a systematic and integrative synthesis of recent research and by advancing a multidimensional conceptualisation of reflective teaching. It further explains the gap between theoretical expectations and practical implementation, offering implications for teacher professional development and future research.
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