REFLECTIVE PRACTICE AS A WAY OF DEVELOPING THE PROFESSIONAL IDENTITY OF TEACHERS
DOI:
https://doi.org/10.47390/ydif-y2025v1i11/n17Keywords:
reflective practice, professional identity, teacher development, experiential learning, practicum, reflexivity, reflective practitioner, teacher education.Abstract
This paper examines the critical role of reflective practice in the professional development and identity formation of teachers. Drawing on established theories from Dewey and Schön, it argues that teaching cannot be reduced to technical procedures but must be understood as a thoughtful, reflexive practice. The paper explores how systematic reflection enables educators to consciously navigate their subjectivity, articulate embedded knowledge, and transform their skills and professional stance. It highlights experiential learning during practicums as a key site for this development, where reflection bridges theory and practice, helping trainees analyze their actions and construct a deliberate professional identity.
References
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