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Modern tendencies in society bring many tasks and challenges in all social spheres, and so in the field of education, increasingly focusing on creating a "new profile" of modern teachers. Today's school requires a teacher who critically reflects on his/her own practice, who independently explores and uses these results for the purpose of his/her own improvement, improvement of his/her work and professional development. For a teacher to be a reflexive practitioner, it is necessary for him or her to possess methodological and statistical education, as well as a wider methodological culture. The paper analyses the attitudes of primary and secondary school teachers on the territory of South Serbia towards the importance of theoretical-methodological knowledge for the implementation of pedagogical research and development of their reflexive abilities.

Self-assessment of methodological competence of teachers for successful reflexive practice