Abstract:

One of the main preconditions for ensuring quality education is the improvement of teachers' professional skills. In the European Commission's statement on the establishment of a European Education area by 2025, particular emphasis is placed on developing the skills of teachers such as critical thinking, problem solving, experience sharing, creativity, flexibility, teamwork, intercultural communication, socio-emotional competence and change management. These skills can be developed in pedagogical supervision using different types of reflection.
The aim of the research: to study the reflection skills of teachers and to create a model for their promotion in pedagogical supervision.
Research methods: analysis of scientific literature and documents, survey of teachers, in-depth interview, mathematical-statistical data processing with IBM SPSS 23.0 program.
Research respondents: teachers of Latvian general education institutions - 498 respondents from all regions of Latvia. The research data were obtained in a natural pedagogical environment using random selection. Participation in the study was voluntary and anonymous. Time period of the practical research: from November 2021 to March 2022.
The obtained research results are analyzed on five scales: teachers' self-development, retrospective reflection, actual action reflection, perspective reflection, communication and interaction reflection. Based on the obtained results, a model for promoting the reflection of teachers in supervision has been developed.

Keywords:

Retrospective reflection, actual action reflection, perspective reflection, teachers' self-development, pedagogical supervision.