The Reflective Teacher and the Social Competences of Students in North Macedonia | [Pakistan Journal of Life and Social Sciences • 2025]

Author(s):

1. Fariz Farizi .: Faculty of Education- Tetovo,University of Tetovo, Tetovo, North Macedonia

2. Qufli Osmani: UBT-Higher Education Institution, Faculty of Psychology, North Macedonia

3. Dean Iliev: Faculty of Education – Bitola, University “St. Kliment Ohridski” –Bitola Bitola, North Macedonia

4. Lulzim Mehmedi: UBT-Higher Education Institution, Faculty of Psychology,North,Macedonia

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.

Page(s): 7016-7027

DOI: 10.57239/PJLSS-2025-23.1.00547

Published: Journal: Pakistan Journal of Life and Social Sciences, Volume: 23, Issue: 1, Year: 2025

Keywords:

Students , Affective development of students , Social competences of

References:

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