РОЛЬ МОДЕЛЕЙ РЕФЛЕКСИВНОЙ ПРАКТИКИ В ФОРМИРОВАНИИ ПРОФЕССИОНАЛЬНОЙ КОМПЕТЕНТНОСТИ УЧИТЕЛЯ
В данной статье рассматривается роль и значение рефлексивной практики (РП) в профессиональном развитии учителей.
Проведен анализ сходств и различий различных моделей организации РП. Изучены модели Гиббса, модели «Луковицы»
Кортагена и Васалоса, а также модель «Основы рефлексии в практике» Фаррелла. Предложены рекомендации по
эффективному применению каждой из моделей в образовательном процессе
Xumora RAXIMOVA. (2025). РОЛЬ МОДЕЛЕЙ РЕФЛЕКСИВНОЙ ПРАКТИКИ В ФОРМИРОВАНИИ ПРОФЕССИОНАЛЬНОЙ КОМПЕТЕНТНОСТИ УЧИТЕЛЯ. «ВЕСТНИК НУУз», 1(1.2), 205–207. https://doi.org/10.69617/nuuz.v1i1.2.6498
Dewey, J. (1933). How We Think. Boston: D.C. Heath and Co.
2. Schön, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books.
3. Farrell, T. S. C. (2016). TESOL, a profession that eats its young! The importance of reflective practice in language teacher education. Iranian Journal of Language Teaching Research, 4(3), 97–107.
4. Rodgers, C. (2002). Defining reflection: Another look at John Dewey and reflective thinking. Teachers College Record, 104(4), 842-866.
5. Korthagen, F., & Vasalos, A. (2005). Levels in reflection: Core reflection as a means to enhance professional growth. Teachers and Teaching: Theory and Practice, 11(1), 47-71.
6. Weight, R. (2010). Reflections on Teaching Practice: Towards Meaningful Change. London: Educational Insights Press.
7. Mortari, L. (2012). Mindfulness in reflective practice: Developing an awareness-based approach to classroom challenges. Journal of Educational Philosophy, 18(4), 245-260.
8. Gibbs, G. (1988). Learning by Doing: A Guide to Teaching and Learning Methods. Oxford: Oxford Polytechnic
2. Schön, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books.
3. Farrell, T. S. C. (2016). TESOL, a profession that eats its young! The importance of reflective practice in language teacher education. Iranian Journal of Language Teaching Research, 4(3), 97–107.
4. Rodgers, C. (2002). Defining reflection: Another look at John Dewey and reflective thinking. Teachers College Record, 104(4), 842-866.
5. Korthagen, F., & Vasalos, A. (2005). Levels in reflection: Core reflection as a means to enhance professional growth. Teachers and Teaching: Theory and Practice, 11(1), 47-71.
6. Weight, R. (2010). Reflections on Teaching Practice: Towards Meaningful Change. London: Educational Insights Press.
7. Mortari, L. (2012). Mindfulness in reflective practice: Developing an awareness-based approach to classroom challenges. Journal of Educational Philosophy, 18(4), 245-260.
8. Gibbs, G. (1988). Learning by Doing: A Guide to Teaching and Learning Methods. Oxford: Oxford Polytechnic
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