Reflective teaching is one of the most important teacher-related variables in EFL teaching contexts. However, intervention-based studies examining the influence of teacher-education courses on self-reported reflective teaching are almost non-existent. Accordingly, this study explored the effects of two teacher education courses; one encompassing the four stages of philosophy, principles, theory, and practice, and another constituting critical reflection on EFL teachers’ reflective teaching. The participants comprised 98 EFL teachers who were selected based on convenience sampling procedure and divided into two experimental groups and a control one. The three groups were given a reflective teaching questionnaire (RTQ) as pretest. The first experimental group received intervention in line with the four stages of reflection and the second group was exposed to critical reflection, while the control group did not receive any specific treatment in relation to reflective teaching. However, the control group partook in eight teachers’ meetings in which the general principles of teaching language skills and components were reviewed. After the intervention, the three groups took the RTQ as posttest. The results of One-way ANCOVA indicated that both intervention types significantly impacted EFL teachers' reflective teaching with the critical reflection being significantly more effective than the intervention based on the four stages. Based on the findings, teacher education programs designed to enhance reflective practices among teachers need to emphasize and systematically integrate the critical reflection initiatives into their core framework.