This article presents a case study that examined the principles and practices of one novice English as a foreign language (EFL) teacher at a prominent English language institution in Central America. This qualitative study sought to contribute to the discussion of the perceived interdependent influences of EFL teachers’ thoughts, identities, and behaviors through five stages of self-reflection in Farrell’s framework for reflective practice. The EFL teacher engaged in conscious reflection to subject their beliefs to critical analysis and interpretation expressed through their philosophy, principles, theory, practice, and beyond practice. Overall, the findings confirm that reflections in all five stages are connected to several common themes, but simultaneously reveal a complex relationship between the teacher’s stated principles and actual practice. The discussion explores potential reasons for convergence and divergence in teachers’ beliefs and classroom actions, concluding that the results correlate with previous research in the field of language education and teacher reflection.

本文提供了一个案例研究，该案例研究了中美洲一家著名的英语语言机构的一名新手英语作为外语（EFL）老师的原则和做法。这项定性研究旨在通过Farrell反思性实践框架中的五个自我反思阶段，帮助探讨EFL教师思想，身份和行为的相互依存影响。EFL老师进行有意识的反思，使他们的信念接受通过其哲学，原理，理论，实践和超越实践表达的批判性分析和解释。总体而言，调查结果证实，在所有五个阶段中的反思都与几个共同主题相关，但同时也揭示了教师陈述的原则与实际实践之间的复杂关系。