Challenges of Teacher Reflection and Reflective Practice
DOI:
https://doi.org/10.18485/uns_evkonyv.2025.1Keywords:
reflection, reflective practice, teacher, professional developmentAbstract
This article explores the factors that contribute to teacher readiness, emphasizing that the most significant determinant is a teacher’s ability and willingness to engage in ongoing professional learning beyond initial teacher education. Reflective practice is presented as a key tool to support continuous professional development, allowing teachers to analyze and improve their teaching in response to diverse classroom challenges. The paper aims to examine the value and complexities of reflective practice, which is inherently multidimensional and context-dependent. Specifically, it seeks to define reflection and reflective practice, outline the core components of teacher reflection, and discuss the challenges faced by teachers in implementing reflective practices both in Serbia and internationally.
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