Farizi, Fariz and Osmani, Qufli and Iliev, Dean and Mehmedi, Lulzim (2025) The Reflective Teacher and the Social Competences of Students in North Macedonia. Pakistan Journal of Life and Social Sciences, 23 (1). pp. 7016-7027. ISSN E-ISSN: 2221-7630;P-ISSN: 1727-4915
Full text not available from this repository.Abstract
The reflective teacher is the paradigm that can create assumptions for the successful and complete development of students' social competencies. Through the teacher's actions as a reflective practitioner, good practices will be established for nurturing social uniqueness, social integrity and the quality of social life in developing societies and systems. The social competencies of students and of every person in general are a driving force for the development and success of each individual. With this paper, we try to fill a gap in the theory and practice that concerns the influence of teachers on the development of students' social competencies. Therefore, in the theoretical part of the paper, we are focused on synthesizing and criticizing the knowledge about teacher reflexivity as a paradigm of contemporary teaching and learning. We are particularly interested in theoretical assumptions about students' social competencies. The empirical part of this paper is aimed at testing the general hypothesis of the research: “Reflective teachers respect “situated” learning and teaching in the development of students' social competences more than less reflective teachers”. A total of 403 primary and secondary school teachers as a sample in the research were divided into two strata “more” and “less” reflective teachers, according to previously determined criteria. They expressed their opinions and attitudes in a previously developed questionnaire. We believe that for the successful achievement of the mission of our and other developing educational systems, it is important to examine the role of the reflective teacher on the development of students' social competences in order to provoke teachers' reflexivity and initiate appropriate and desired affective development of students.
The paper highlights the need to encourage teachers' reflexivity in applying situational approaches to the development of students' social competencies.
| Item Type: | Article |
|---|---|
| Subjects: | Scientific Fields (Frascati) > Social Sciences > Educational sciences |
| Divisions: | Faculty of Education |
| Depositing User: | Prof. d-r Dean Iliev |
| Date Deposited: | 10 Nov 2026 12:19 |
| Last Modified: | 10 Nov 2026 12:19 |
| URI: | https://eprints.uklo.edu.mk/id/eprint/11861 |
Actions (login required)
 |
View Item |