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An important shift in teachers’ professional development has emerged since the rising popularity of Instagram. A plethora of educators has adopted this space in pursuit of connection, reflection, new meanings, and entrepreneurial success. English as a Foreign language (EFL) domain is exceptionally fruitful, numerous, and advantageous when compared to other educational settings promoted on this interactive platform. Drawing on seven in-depth interviews, this study uses Pollard’s theoretical framework to interpret EFL teachers’ perceptions of Instagram as a catalyst for reflective practice. This form of a condensed audit allowed for identifying myriads of benefits such as collaboration, teacherpreneurship, support, inclusiveness, problem-solving, action-orientedness, immediate feedback, and creative mediation. Hopefully, this study may better model teachers’ experiences through Instagram-mediated roads of professional development. Clearly, using Instagram for reflective practice turned out to significantly weigh against its limitations in the forms of time consumption and pressure exposure.

Hashtags for EFL teachers’ transformation : an insight into Instagram-mediated reflective practice