In the article is presented a qualitative research, which was based on the methodological provisions of social constructivism and theoretical assumptions of social constructivism. The main topic of the article is to discuss the experiences of future teachers (pedagogy studies students), reflections. Main purpose is to discuss the reflection experience of future teachers, as professional improvement tool. The research was conducted in 2016–2017 December, the research involved 17 students of pedagogy studies. Research data collection and analysis methods: document analysis and analysis of scientific literature, open question, content analysis. There are two main directions of reflections of future teachers: 1) personal reflection experiences and 2) the benefits of reflection for the students. The personal reflection experience of future teachers is unconscious discovery of a person, a change from the negative attitude to positive. Also it is not always a pleasant and easy experience, self-analysis and improvement, the emerging need for reflection in practice. As well in “the personal reflection experience of future teachers” idea, we can include the linking of reflection results with life and professional success and last but not least, the need to apply different reflections methods based on insights on the change in the evaluation of personal achievements from the experience provided for possible failures and threats to reflection. Future teachers are going to use reflection techniques with student in a purpose of helping to learn and understand the meaning of learning. Also it helps to develop responsibility, teach a student and it is a good way to develop critical thinking. Moreover, the last benefit of these techniques is that fact that it makes the process of learning more interesting.
- reflection, methods of reflection, future teachers, student of Pedagogy Studies