İngiliz dili öğretiminde yansıtıcı öğretim- engeller ve başa çıkma stratejileri

This research aimed to examine Turkish EFL teachers' reflective teaching states questioning their actions. To achieve information about this main purpose, Turkish EFL teachers' attitudes towards reflective teaching was questioned to find if their gender, age, the department they graduated from, their experience, graduate degree, where they work, and the employment status affect their attitudes towards reflective teaching. It was also determined if there were any obstacles to perform reflective practices. A total of 108 Turkish EFL teachers who worked at 39 different primary, secondary, and high schools in Rize participated in this study. As the data collection tools, reflective practice inventory and semi-structured interview questions were used. 108 participants completed the reflective practice inventory. Of 108 participants, 16 voluntary Turkish EFL teachers were interviewed for in-depth information about their reflective practices. To analyse the inventory, SPSS version 22.0 was used. Content analysis was used for the analysis of interviews. The results showed that Turkish EFL teachers in Rize often act as a reflective teacher. According to the findings, gender, age, the department they graduated from, experience, graduate degree, where they work, and the employment status did not influence Turkish EFL teachers' attitudes towards reflective teaching. Interview analysis indicated that Turkish EFL teachers in Rize perform critical friends the most among the reflective practices. They mostly did not practise others. Findings about the challenges to perform them revealed that Turkish EFL teachers' obstacles to perform reflective practices were in five categories: personal reasons, students, institutions, reflective practices, and implementations by MoNE. The results indicated that the biggest obstacle was the lack of knowledge of the practices and the bias about no need for practices because of having experience.