Abstract:

In contemporary world of rapidly changing information and technology conditions with many uncertainties, relativity, the knowledge we have is not helpful in all cases, in finding answers to questions, that we have, so the employee himself should make decisions that are the best to the current situation. In order to meet the current issues of education, teachers' demands for continuous improvement, flexible response to the emerging teaching and learning situations, the combination of theoretical knowledge and practical experience. The problematic issue of the research is formulated: how to organize teachers' personal professional development by promoting reflective practice. Using the methodology of scientific literature analysis and qualitative research, it has been established that in schools it is important to develop reflective practices that promote the personal and professional development of each teacher.

The results revealed that reflective practice should be a continuous activity of the teacher focused on personal and professional growth. The results let to identify that effective reflective practice in the educational institution is realized through the following main levels:
1) Individual – systematic personal reflection, which encourages the teacher to think about their teaching activity, to recognise their strengths and areas to be improved. It is a personal, subjective form of self-analysis, which helps the teacher to inquire about the issues that he is interested in, relevant topics. Personal and professional development, improved in this way, depends on the teacher's attitude, aspirations and will to seek progress, enhance competencies and growth;
2) group (collegiate co-operation, peer to peer) – reflection in practice is expressed in dialogues, discussions and conversations. Reflecting on colleagues in a pair, group or led by moderator / facilitator, teachers share experiences, get acquainted with alternatives, learn more about opportunities, have their own experience;
3) support / mentoring – is taking place between a young teacher and his mentor, curator.

This reflection is distinguished by the fact that the colleague helps to grow up as a young specialist, becoming a manager of his personal professional development, coacher.

In conclusion, it is argued that reflective practice, as the reflection of activities in order to improve them, is an effective way for teachers to improve their personal and professional development, promoting integration of theory with practice, developing a personal theory of education, and enhancing the self-image of their own as a professional.

Keywords:

Teacher, development, personal and professional growth, reflection, reflective practice.