This article examines the psychological underpinnings of professional reflection among future teachers, emphasizing how key factors—such as self-awareness, metacognitive skills, emotional regulation, motivation, and self-efficacy—collectively contribute to the development of effective educational practices. Professional reflection is framed here as an active, intentional process in which prospective educators critically evaluate their instructional strategies, adapt them to varying student needs, and cultivate an evolving understanding of their professional identity. Metacognitive skills enable prospective teachers to analyze their teaching methods and refine them based on real-time feedback. Emotional regulation allows them to manage the stresses inherent in teaching and channel these emotions into constructive problem-solving. Intrinsic motivation fosters deep engagement with reflective activities, prompting ongoing self-improvement and commitment to student-centered approaches. Self-efficacy beliefs further bolster reflective practices by instilling confidence in one’s ability to promote positive learning outcomes. In unifying these psychological components, reflection becomes not only a tool for professional growth but also a moral imperative, guiding future techers toward more equitable, inclusive, and empathetic pedagogical choices.  

Professional reflection, future teachers, metacognition

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