PEDAGOGICAL REFLECTION IN INITIAL TEACHER EDUCATION
PEDAGOGICAL REFLECTION IN INITIAL TEACHER EDUCATION

Summary/Abstract: In the context of contemporary transformations in educational systems and the increasing emphasis of higher education on the development of professional competencies, pedagogical reflection has become an essential component of initial teacher education. The article highlights the role of pedagogical reflection in fostering critical thinking, self-assessment, and professional self-regulation. The study is based on the analysis of national and international educational policy documents, as well as on the examination of major theoretical models of reflection. It explores the strategies used to develop pedagogical reflection in higher education, including the professional portfolio, reflective journal, critical incident analysis, and video self-observation. The findings indicate that the development of pedagogical reflection contributes to strengthening professional identity, improving the quality of the teaching process, and enhancing future teachers’ ability to respond flexibly to contemporary educational challenges. The study emphasizes that the development of pedagogical reflection requires a systemic approach based on the integration of reflective practices into initial teacher education programmes, the effective use of educational mentoring and professional learning communities, as well as the incorporation of digital resources to support continuous professional development.

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