SCIENTIFIC AND THEORETICAL INTERPRETATION OF REFLECTION AND REFLECTIVE PRACTICE
Abstract
Reflection and reflective practice are widely recognized as fundamental components of modern educational theory and professional development. The study aims to explore the nature, types, and functions of reflection, as well as the role of reflective practice in learning and professional contexts. A qualitative research design based on theoretical analysis was employed, drawing upon a wide range of academic sources in pedagogy, psychology, and professional studies. The findings demonstrate that reflection is a structured cognitive process that enhances critical thinking, self-awareness, and learning efficiency. Reflective practice, in turn, represents a systematic application of reflective thinking in real-world situations, supporting continuous improvement and professional growth. The study concludes that integrating reflective practices into educational and professional environments is essential for developing adaptive, competent, and self-regulated individuals.
Keywords
reflection, reflective practice, critical thinking, metacognition, experiential learning, pedagogy, professional development, self-regulation, learning process.
References
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