This study reports the results of a study exploring Turkish English teachers’ professional self in relation to teacher education. The study also examines the relationship between the participants’ educational background, teaching experience and their professional self. The study was carried out in Ankara, Turkey. The participants of the study were English language instructors of Hacettepe University, School of Foreign Languages. A total of 43 English instructors (females: 36 and males: 7) voluntarily participated in the study, responding to a questionnaire composed of 40 items regarding teacher professional self. The results of the Professional Self Questionnaire revealed that the rate of Turkish English teachers’ professional self was very high (81%, M=4.09). Also, there was a significant difference in participants’ professional self depending on their educational background. The results indicated that the participants’ professional self did not differ significantly in relation to their teaching experience.
Keywords: teacher education; teacher professional self; educational background; teaching experience