Primary school teachers' perceptions of educational reflection

The purpose of the present research is to study teachers" perceptions of the concept of educational reflection and its contribution to teaching effectiveness and professional maturity. For this purpose, the qualitative approach was selected, and the data were collected through semi-structured interviews with twenty teachers. According to the results of the present study, educational reflection emerges, after completion of the teacher"s teaching, as a recall of an incident and its reflection on the "what" and "how" of his teaching, actions, words , his strengths and weaknesses. Thus, the process of reflection enhances the quality and effectiveness of the teaching, as the teacher leads corrective interventions by modifying and adapting the non-productive elements of his teaching, while at the same time contributing to his professional development through the feedback he receives.