PEDAGOGICAL REFLECTION: SELF-ANALYSIS AND PROFESSIONAL GROWTH

Abstract

The article explores, from theoretical and practical perspectives, the role of pedagogical reflection in teachers’ professional growth and in improving the quality of education within the modern educational system. It is shown that reflection, based on the cycle “experience → analysis → conclusion → improvement,” transforms teaching practice into conscious and informed practice, and helps optimize methodological decision-making, assessment, communication, and motivational processes.