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This study aims to reveal the attitudes and beliefs of English teachers about reflective teaching by using a technique called diary keeping. It also focuses on the effects of keeping diaries on teachers’ self-reflection and tries to bring the contributions it can provide teachers’ reflective teaching skills into the results of this study. It has been presumed that teachers will benefit the most in this process with this technique that allows them to look at their own practices closely through an introspective, mirror-like experience. For this study, the data were collected from four English teachers. Diaries were used as the instrument of this study. Pre-diary questions were also asked teachers to identify the level of awareness on the topic. The data were analyzed qualitatively by using content analysis. It is found out that teachers have used this technique both as a source and as a tool. They have used it as a source of awareness, self-evaluation, and preparation for further lessons and as a tool to analyze student needs, detect the same types of activities and uncover the problems. As a result of this study, diaries have been suggested for further educational practices and current English teachers as they lead one of the best ways the teachers can be reflective, give themselves effective feedback and advance their teaching skills.