Аңдатпа
Storytelling serves as a powerful tool for language teacher professional development by fostering deeper emotional engagement and more meaningful reflection than conventional journaling. While journaling provides a structured method for documenting teaching experiences, it often lacks the depth needed to capture the complexities of instructional challenges and emotional responses. In contrast, storytelling allows educators to construct detailed narratives that highlight critical incidents, character development, and instructional dilemmas, leading to richer professional insights. This study examines the impact of storytelling on language teachers’ reflective practices, focusing on its role in enhancing self-awareness, analytical skills, and professional growth. Specifically, it explores two key narrative techniques: character development, which enables teachers to reflect on their evolving professional identity and relationships with students, and critical incident analysis, which helps them analyze significant classroom events that shape their teaching practices. By integrating these techniques, teachers gain deeper insight into their instructional decisions and emotional responses. The research follows a qualitative approach, employing narrative analysis to explore the experiences of language teachers who use storytelling as a reflective tool. Data collection includes face-to-face discussions and written narratives, allowing for a comparative evaluation of storytelling and traditional journaling. Findings indicate that storytelling enhances reflective engagement by promoting deeper connections with personal teaching experiences, fostering emotional involvement, and facilitating critical incident analysis. Teachers who adopt storytelling demonstrate improved instructional awareness, stronger teacher-student interactions, and increased flexibility in lesson delivery. The study highlights storytelling as an effective developmental tool that strengthens language teacher training and professional reflection.