THE IMPACT OF REFLECTIVE PRACTICES ON IDEAL LANGUAGE TEACHER SELF

Abstract

This study aims to examine the extent to which instructors at Turkish universities' schools of foreign languages engage in reflective practices and to assess the impact of these practices on their ideal language teacher selves. After obtaining the necessary ethics committee approvals, data were collected through an online questionnaire from 180 instructors working in schools of foreign languages in Turkey. Based on a quantitative research design, the data were collected using the English Language Teaching Reflection Inventory (ELTRI) and the Ideal Language Teacher Self-Scale (ILTS) as assessment instruments using a 5-point Likert scale. SPSS 23 and AMOS 23 were used for data analysis and techniques such as frequency analysis, independent sample t-tests, one-way ANOVA tests, exploratory and confirmatory factor analyses, reliability analyses, Pearson correlation tests and regression analyses were used. The findings revealed that the lecturers moderately participated in the reflective practices and that the reflective practices had a positive and statistically significant effect on the ideal language teacher self (p=0.00<0.05, ß>0).