The relationship between experience year and teacher reflection level in English language teaching

Teacher development requires thinking about the teaching practices. Besides thinking, purposeful and reasoned observation is necessary to organize thoughts in order to maintain development. Reflection differentiates from thinking with these particular characteristics. Since reflection is different from thinking, teacher reflection is seen as one of the most substantial parts of teacher development in order to make judgments about one's own teaching practice. This study aimed to comprehend how much in-service teachers are aware of teacher reflection and determine whether the teacher reflection is affected significantly by teaching experience year. The quantitative data was collected from 100 in-service teachers in public schools using the questionnaire prepared by Akbari et al. (2010). The qualitative data was collected from eight in-service middle school teachers in public schools with different experience years using teacher journals and interviews in the 2021-2022 academic year. The quantitative data was analyzed by using SPSS 25, and the qualitative data was analyzed using Maxqda 2020. This study showed that the relationship between reflection level and experience year is generally not determined, and the reflection levels of the participants increase due to practicing teacher reflection. Keywords: Reflective teacher, Reflection levels, Teaching experience, Teacher reflection