Jasmina Veljković

THE IMPORTANCE OF THE REFLECTIVE PRACTICE IN THE PROFESSIONAL DEVELOPMENT OF TEACHERS

Introduction

The importance of the reflective practice in the professional development of teachers. Explore how reflective practice enhances teachers' professional development, fostering continuous learning, critical thinking, and improved educational skills for future progress.

Abstract

The reflective practice enables one to create and design ideas oneself, as well as to approach a problem in a new way, so that positive results are obtained. It is the ability to think about action in order to engage one in a continuous learning process. The reflective practice is not just the transfer of knowledge. The school also has young staff who show affinity towards developing their professional and personal skills. The reflective practice seeks to expand the horizons of everyone (from the youngest to researchers with many years of experience) and direct them towards connecting theory and practice, that is, what awaits them in the future in their profession. Here one can talk about reflexivity as a critical reflection and questioning of the teacher, who acquires and develops the skills and changes one’s own practice. Teachers are the ones who analyze their actions in education (formal and informal). A reflexive practitioner is an individual who undertakes various activities in order to arrive at a solution to a specific practical problem that has arisen. In accordance with the above, the subject related to the importance of reflective practice for the future progress of teachers. The goal of the research is to consider the concepts of reflective practice and professional development of teachers theoretically and to find out what teachers think about reflection, as well as the importance of reflective practice for teachers and their future development and improvement. A theoretical method was used in the theoretical part, and a descriptive method was used in the empirical part. The obtained results indicate that the most desirable competence for teachers is conversation. Respondents lack motivation and more interest in attending seminars and trainings. Social science teachers paid more attention to research than natural science teachers.

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