Deneyimli İngilizce öğretmenlerinin gelişen öğretmen duyguları ve öğretmen kimliğinin gelişimi üzerinde yansıtıcı pratiğin rolünün araştırılması: Çoklu durum çalışması

This doctoral dissertation examined the interplay between language teacher identity development and teacher emotions during a reflective practice engagement through the experiences of three experienced EFL teachers working at a state university in Türkiye. The data collection process stretched over eight weeks and incorporated lesson observations, reflective journals, video-stimulated interviews, semi-structured interviews, and critical incident reports. The findings were analyzed within the framework of the dialogical theory of self and reflexive thematic analysis was implemented throughout the process. The trustworthiness of the study was ensured by data triangulation, member checking and peer debriefing. The findings revealed that the manner in which teaching experience was perceived by the EFL teachers played a significant role in fueling or impeding their identity development. Among other developments facilitated by reflective practice, a more student-oriented approach, an empathetic stance towards self and students, as well as increased adaptability in the face of unforeseen difficulties or varying student profiles were uncovered in the course of the study. Notable changes were also reported in the participants' emotions with increased confidence, decreased stress, and a heightened sense of responsibility for students. The interplay between teacher emotions and identity development was analyzed, placing emotions as potential triggers, catalysts, inhibitors, and products of reflective language teacher identity development. The results were discussed against the backdrop of extant literature and recommendations for teachers and policy makers were presented.