The Teacher`s Reflective Practice – A Premise Of The Quality Education

Abstract

Ensuring quality education implies a constant concern of teachers to improve their own educational practices. For this purpose, one of the important steps they have to engage in is the reflection on didactic activity, which should be considered not just an option, but a stringent necessity, an intrinsic component of the educational process. The teachers reflection on his own educational practices can bring important benefits in the educational process: better knowledge of the students/preschool children, improvement of didactic design, optimization of the didactic strategy, identification of appropriate ways of differentiating and individualizing the teaching, facilitating a better understanding of the content transferred to students, identifying optimal ways of developing students/preschool children competences, a better pedagogical relation with the class of students/pre-school group, improving the assessment methodology, regulating/self-regulating of didactic act, optimizing the teachers didactic style and the learning style of each students and, implicitly, the learning outcomes, adequate management of the problems that may arise in the classroom. The present study focuses on analyzing the perception of teachers from pre-university education about the role of reflection in improving the quality of the educational process, on the aspects covered by the reflective practice, on the frequency of reflection-based approaches and on the main benefits of reflective practice.