This study explores how the shared reflections of two university instructors influenced their approaches and perspectives of English language teaching. The primary source of data was derived from the two teachers’ e-mail mediated, collaborative reflective journals and two dialogical interviews served as a secondary data source. A qualitative, narrative inquiry approach was employed to gather data in a direct and in-depth way. The data were selectively coded to investigate the teacher’s reported beliefs, behaviors, and interactions as well as how they relate to the process of professional development. The findings indicate that the process of sharing and reflecting upon their pedagogical philosophy and strategies supported their ongoing efforts to develop professionally. Moreover, this study addresses the notion that more attention should be paid towards improving reflective teaching among teachers as a means of enhancing professional development.

I. Introduction
 II. Literature Review
  1. Reflection and Reflective Language Teaching
  2. Professional Development
 III. Methodology
  1. Participants
  2. Research Context
  3. Data Collection
  4. Data Analysis
 IV. Results
  1. Emerging Themes from the Collaborative Reflection Process
  2. Reflections upon the Respective Themes
  3. Teacher Perceptions of Pedagogical Change
 V. Discussions
 VI. Conclusions
 References

• YunJin Kim(Department of British-American Language & Culture Kyunghee University)
• Neil Briggs(Talmage Liberal Art College Hannam University)