THE ROLE OF REFLECTIVE COMPETENCE IN DEVELOPING PROFESSIONAL SELF-AWARENESS OF PROSPECTIVE VOCATIONAL EDUCATION TEACHERS

Abstract

In recent years, the focus on the psychological development of future teachers has significantly increased, especially in the context of vocational education. One of the core components of this development is professional self-awareness, which allows future educators to understand their own teaching identity, values, goals, and capabilities. Reflective competence plays a crucial role in shaping this self-awareness, as it encourages individuals to critically evaluate their experiences, attitudes, and behaviors. This paper examines the psychological foundations of reflective competence and explores how it facilitates the formation of professional self-awareness in prospective vocational education teachers. Drawing upon psychological theories of self-concept, metacognition, and professional identity development, the study highlights the dynamic interplay between reflection and self-perception. The analysis also includes practical strategies for enhancing reflective competence in teacher education programs. Ultimately, fostering reflective competence not only strengthens self-awareness but also promotes personal growth, ethical responsibility, and lifelong learning in future educators.