An investigation of the relationship between English language teachers' reflective practices and their mindsets

This study aims to investigate the relationship between English teachers' reflective practices and their mindsets. Regarding this main purpose, the frequency of teachers' use of reflective practice was investigated. In addition, it was investigated whether the demographic characteristics of the participants such as gender, age, graduated department, last obtained degree, teaching experience, and teachers' mindset predicted their reflective practices. Finally, the factors affecting reflective teaching and reflective practices of fixed and growth-oriented EFL teachers and their reactions were evaluated. The study was designed using the exploratory sequential research design, which is one of the mixed method designs that uses both quantitative and qualitative data. "Demographic Information Form", "Teacher Mindset Scale", "English Language Teaching Reflection Inventory" were used to gather data from English teacher study group. Qualitative data was collected using semi-structured interview questions. SPSS 26.0 statistical software and MAXQDA (2020) programs were used to analyze the data. As a result of the study, the frequency of English teachers' use of reflective practice is high. EFL teachers' demographic characteristics and mindset predicted their reflective practices. Also, whether EFL teachers have Fixed, or Growth Mindset has a great influence on the factors and reactions. Considering the results, it was suggested that professional development activities should be organized to increase teachers' awareness of mindset types. More studies should be conducted to encourage and increase reflective teaching practices. Key Words: Teachers' Reflective Practice, English Teachers, Mindset Theory, Growth Mindset, Fixed Mindset.