THE ROLE AND METHODOLOGICAL PROVISION OF PROFESSIONAL REFLECTION CULTURE IN DEVELOPING COMPETENCIES OF PRIMARY SCHOOL TEACHERS
Keywords:
professional reflection; reflective practice; teacher competence; primary school teachers; pedagogical development; self-assessment; peer reflection; methodological provisionAbstract
This article examines the significance of professional reflection culture in developing primary school teachers’ competencies. Recent studies (2021–2025) demonstrate that structured reflective practices—such as self-assessment, peer reflection, and reflective journals—strengthen teachers’ pedagogical skills, adaptability, and professional growth. The paper analyzes theoretical foundations of reflective practice, proposes a methodological framework for integrating reflection into teacher development, and outlines practical recommendations for schools and training institutions to institutionalize reflective culture in primary education.
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