FORMING THE SELF-ANALYSIS COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS- ITS PSYCHOLOGICAL-PEDAGOGICAL FOUNDATIONS

Abstract

This article examines the psychological-pedagogical foundations of developing the competence of self-analysis among prospective primary school teachers. In contemporary teacher education, beyond acquiring subject-matter knowledge and pedagogic skills, the capacity to reflect on one’s own pedagogical practice, evaluate it, and reformulate it plays an increasingly central role in professional growth and in enhancing teaching quality. The work argues that for future primary teachers this competence of self-analysis (or self-reflection and self‐assessment) is especially important because the primary classroom environment demands flexibility, sensitivity to learners, continual adaptation, and professional responsibility. The article first explores the theoretical underpinnings of self-analysis competence, including models of reflective practice, self-assessment frameworks and metacognitive dimensions. Then it examines how psychological factors (self-efficacy, metacognition, emotional regulation) and pedagogical conditions (learning environment, mentoring, micro-teaching, feedback loops) contribute to the formation of such competence. It further discusses strategies for teacher education programmes to foster self‐analysis competence, such as structured self‐assessment tools, portfolio development, peer-reflection groups, video-analysis of teaching, and guided mentoring. Finally, it offers implications for teacher training curricula and recommendations for research and practice. The article aims to provide teacher educators and curriculum designers with both a conceptual map and concrete pedagogical guidelines for promoting self-analysis competence in future primary teachers.