REFLECTIVE PRACTICE AS A CHANGING FACTOR OF TEACHING QUALITY

A teacher, as one of the main actors in the teaching process, has an assignment to work continuously on the improvement of his personal characteristics and professional competencies in order to improve the quality of teaching. In a modern school, teachers are challenged to constantly reflect on their work, on its advantages and flaws, and on what needs to be fixed - they are required to become reflective practitioners. Despite the fact that the concept of reflective practice is not present enough in school practice, it has been recognized as an important factor for improvement of the teaching quality, as it represents a continuous process which helps teachers to get rid of a routine behaviour. The focus of the research is on faculty professors, and the research goal is to find out how students perceive their professors’ practice, or whether they recognize the reflective elements to be important for improvement of the teaching quality. Accordingly, the purpose of the research is to point out the need, the importance and the necessity of being a reflective practitioner, both during the planning and during the work itself, but also after its completion, since the purpose of reflective practice is to realize the advantages and the flaws of one’s work in order to improve it.

Abstract licence: CC BY

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