Teacher Reflective Practices and Professional Competence in School Education

Abstract

Abstract— Reflective practice is increasingly regarded as a mechanism through which school teachers can examine classroom decisions, identify pedagogical limitations, and continuously refine professional competence.
The expansion of digital learning environments and artificial intelligence has created new possibilities for supplementing conventional reflective journals with evidence derived from classroom observations, lesson artefacts, learner feedback, and AI-assisted analysis.
However, existing research has largely examined reflection as a self-reported professional-development activity, leaving insufficient evidence on whether the depth and evidence orientation of teacher reflection are associated with multidimensional professional competence. This study addresses this gap by proposing an AI-supported reflective analytics framework that preserves teacher agency while systematically examining reflection related to pedagogy, assessment, classroom interaction, digital competence, professional adaptation, and ethical judgment. The proposed investigation conceptualizes teacher reflection as a developmental process rather than a single self-assessment score and distinguishes descriptive, analytical, critical, and action-oriented levels of reflection.