THE ROLE OF REFLECTIVE PRACTICE MODELS IN FORMING A TEACHER'S PROFESSIONAL COMPETENCE
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This article examines the role and significance of Reflective Practice (RP) in teachers’ professional development. It analyzes the
similarities and differences between various RP models. The study focuses on Gibbs’ Reflective Cycle, Korthagen and Vasalos’ Onion
Model, and Farrell's Framework for Reflective Practice, highlighting their unique approaches. Recommendations are provided for the
effective application of each model in the educational process.
Xumora RAXIMOVA. (2025). THE ROLE OF REFLECTIVE PRACTICE MODELS IN FORMING A TEACHER’S PROFESSIONAL COMPETENCE. «O‘zMU XABARLARI», 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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