The master’s thesis examines the role of reflection in the professional development of primary school teachers end analyzes how interviewed teachers understand, implement, and use reflection to improve pedagogical practice. The theoretical part addresses the concepts of evaluation, self-evaluation, and reflection, as well as the factors and models that influence reflective practice. Reflection is defined as conscious, intentional, and multifaceted process that takes place before, during, and after teaching. It represents a foundation for understanding experience, raising awareness of teachers’ actions, and planning improvements. Thesis further outlines professional development and relevant models. Empirical part is based on qualitative approach, specifically semi-structured interviews with five primary school teachers at different stages of their professional development. The aim of the empirical study is to explore the ways and frequency of reflection and the factors that influence its implementation, depth, and effectiveness in pedagogical practice of interviewed teachers. Research focuses on identifying obstacles and opportunities for improving reflection interviewed teachers in primary school, as well as differences in its implementation related to years of teaching experience. Attention is also given to strategies that could support more frequent, systematic, and deeper reflective practice among participants. The findings show that interviewed teachers perceive reflection as a fundamental mechanism for personal and professional growth. It provides insight into patterns of thinking, emotions, responses, and decisions, significantly influencing the quality of teaching, communication, and classroom climate. Interviewed teachers integrate it into practice primarily due to its contribution to professional and personal development. The study indicates that the depth and quality of it deepens with experience. Reflection among novice teachers included in thesis is often more formal and externally driven, while later it becomes self-initiated, in-depth, critical, and complex. These teachers identify challenges in reflective practice, including time constrains, emotional demands, insufficient professional support, and the intertwining of personal and professional life. It contributes to lifelong learning, adoptability, and continuous professional development. Study emphasizes the need for stronger systemic support for reflection, both during teacher education and within school environments. Reflective practice is closely linked to the quality of the educational process. The findings offer insight into reflective practice and provide a basis for training, mentoring, and school-level strategies that support the development of reflective school culture.
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