Predarea reflexivă ca instrument al dezvoltării profesionale continue a cadrelor didactice

The article explores reflective teaching as a strategic tool in the continuous professional development of teachers, highlighting its role in strengthening metacognitive skills and in building professional identity. It is argued that reflection is not just an individual process of self-assessment, but a complex, contextual and social approach, influenced by the normative framework, professional standards and institutional practices. The analysis of the specialized literature (Brookfield, Gibbs, Bain, Reiman, Genor, Tripp) demonstrates that reflective teaching involves the combination of self-analysis, feedback from students and colleagues, as well as the integration of theoretical substantiation and problematization of pedagogical situations. Through reflection, teachers develop professional judgment, the ability to adapt to various contexts and didactic innovation skills, transforming daily experiences into sources of learning and professional progress. Thus, reflective teaching contributes to the creation of an educational culture open to change, collaboration and continuous learning.