Reflective practices as a factor in the transformation of the educational environment

The article is dedicated to exploring the role of reflective practices in transforming the educational environment, focusing on primary schools and early-career teachers. By analyzing the historical and philosophical origins of reflection, its interdisciplinary status, and practical applications, the author reveals how individual, group, and organizational forms of reflection facilitate the transition from authoritarian interaction models to dialogue-based approaches. Special attention is given to the conditions necessary for developing a reflective culture: institutional support, professional development of teachers, and creating a safe environment for experimentation. The article demonstrates that integrating reflection into the pedagogical process not only improves the quality of communication but also transforms schools into spaces of co-creation, where students and teachers become equal participants in educational transformation.