THE PROFESSIONAL DEVELOPMENT NEEDS OF EARLY- CAREER TEACHERS AND THE PROMOTION OF REFLECTIVE PRACTICE
THE PROFESSIONAL DEVELOPMENT NEEDS OF EARLY- CAREER TEACHERS AND THE PROMOTION OF REFLECTIVE PRACTICE

Summary/Abstract: This study explores the fundamental theoretical frameworks of reflective practice in professional development, based on the premise that the professional debut of teachers continues to be described in the specialized literature as a critical stage for the formation of professional identity and the maturation of teaching competences. The article offersa critical and integrative analysis of both international and Romanian literature, examining the evolution of the concept of professional reflection from classical models (Dewey; Van Manen; Schön) to contemporary frameworks focused on identity, emotional and digital integration, reflective mentoring, and collaborative learning (Korthagen; Akkerman & Meijer; Redecker & Punie). Beyond the theoretical synthesis, the study includes an exploratory qualitative analysis conducted through a semi-structured interview survey addressed to novice teachers, aiming to capture how they understand and practice reflection, as well as the barriers and facilitators of it simplementation in concrete school contexts. The results converge toward interpreting reflection as a contextual, dialogical, axiological, and technologically mediated phenomenon that combines cognitive, affective, and ethical dimensions of teaching practice and calls for systemically oriented initial and continuous training policies

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