**Abstract**

Many research studies have emphasized the significance of reflection and reflective practice but few of them provide teacher trainers with specific guidelines about the method and process of reflective practices and a restricted number of them have analyzed the extent to which teacher trainers carry out the reflective process. However, teacher trainers often have difficulty preparing an effective program for in-service teachers, evaluating and giving feedback on their strong and weak parts aiming to improve their weak parts. Focusing on addressing those research gaps, this paper mainly aims to present a reflective coaching framework as a guide for teacher trainers to make them understand how to use reflective coaching with teachers in the teaching of English as a foreign language (TEFL) context. The framework developed and adapted by the researcher in 2017, is mainly based on the theoretical views and principles of reflection, self-analysis of strengths and weaknesses, the writing of personal statements, and reflective teaching. Employing a three-stage coaching cycle; (a) pre-conference as planning conversation, (b) observation, and (c) post-conference as reflecting conversation, it ultimately aims to serve as a professional development tool for teachers and teacher trainers in the form of self-analysis as part of reflective practice through the three-stage coaching cycle.

**Keywords:** reflection, reflective teaching, reflective coaching, in-service teacher practice, teacher evaluation
