Self-assessment of methodological competence of teachers for successful reflexive practice

Abstract

Modern tendencies in society bring many tasks and challenges in all social spheres, and so in the field of education, increasingly focusing on creating a "new profile" of modern teachers. Today's school requires a teacher who critically reflects on his/her own practice, who independently explores and uses these results for the purpose of his/her own improvement, improvement of his/her work and professional development. For a teacher to be a reflexive practitioner, it is necessary for him or her to possess methodological and statistical education, as well as a wider methodological culture. The paper analyses the attitudes of primary and secondary school teachers on the territory of South Serbia towards the importance of theoretical-methodological knowledge for the implementation of pedagogical research and development of their reflexive abilities.