International conference on multidisciplinary science

STRATEGIES FOR ENHANCING REFLECTIVE PRACTICE AMONG PRESCHOOL EDUCATORS

Xolmatova Fotima Berdiqul qizi.

31-umumiy o‘rta ta’lim maktabi ingliz tili o‘qituvchisi

Keywords: professional reflection, preschool education, teacher development, reflective practice, early childhood educators

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Abstract

Professional reflection is a key element of teacher development, particularly in early childhood education, where educators must continually adapt to the needs of young learners. This article examines effective means of fostering professional reflection among preschool teachers, drawing on a thematic review of recent literature. The findings highlight four major strategies: reflective journals and portfolios, peer collaboration and mentoring, video-based self-analysis, and professional development workshops. These approaches support teachers in critically evaluating their practices, improving instructional decisions, and enhancing the overall quality of early childhood education. The study also emphasizes the importance of institutional support and a reflective culture in sustaining meaningful teacher development. Recommendations are provided for integrating reflective practices into preschool education systems to ensure continuous improvement and professional growth.

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