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Abstract
The objective of the study is to explore the prevalence of reflective teaching practices among Turkish primary school teachers. Qualitative and quantitative research methods were used together in the study. The sample was composed of 328 primary school teachers working in 30 primary education institutions in the town of Antakya in the province of Hatay (Turkey). For data collection, a Reflective Teaching Practices Questionnaire and observation form were used. The results of the study show that teachers generally implement the following reflective teaching practices: providing learner-centered instruction, creating a reflective classroom climate, valuing criticism, self-appraising, making decisions for the future, solving problems, and being open to professional development. However, observation results indicate that teachers generally fail to implement the reflective teaching practices of praising students who defend their views freely, facilitating students to communicate their criticism regarding instructional processes and teacher attitudes in oral or written form, identifying problems that emerge in the class, and keeping a daily journal to observe their own professional development and identify shortcomings.