Teachers’ beliefs about teaching and encouraging reflexivity in teaching practices
Teachers’ beliefs about teaching and encouraging reflexivity in teaching practices

Summary/Abstract: The paper is based on the hypothesis and the assumption that teachers’ beliefs and perspectives on teaching have a significant impact on their behaviour in the classroom, as well as that they guide and direct reflexivity in teaching practice. In that manner, the teachers’ beliefs and their reflective practice have become the necessary and integral part for the improvement of the teaching quality. The aim of this paper is to explore the connection between the beliefs and behaviour of teachers in the classroom through the analysis of the literature, as well as to consider the possibilities and effects of reflexivity in teaching practices. The results of this research indicate that, despite the different points of view among scholars and numerous studies, there is an agreement on the importance and role of teachers’ beliefs and their impact on teaching practice. Furthermore, it was concluded that teachers’ reflective practice is a significant step towards improving the quality of teaching and development of teacher competencies.

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