This article examines the essence, content, and significance of reflection and self-assessment culture in teachers’ professional activity. The study substantiates that reflection and self-assessment are central components of pedagogical professional competence, ensuring the effectiveness of teaching, continuous professional growth, and improvement of educational quality. Based on the analysis of international, CIS, and national scientific sources, the article reveals theoretical approaches to pedagogical reflection, its types (activity-based, communicative, and personal), and its role in conscious pedagogical decision-making. Particular attention is paid to the culture of self-assessment as a psychological and professional mechanism that enables teachers to objectively evaluate their own activity in accordance with standards and criteria, identify strengths and weaknesses, and develop strategies for self-improvement. The article also analyzes reflection and self-assessment in the context of modern educational concepts, competency-based and constructivist approaches, as well as national normative and legal requirements in the Republic of Uzbekistan. The conclusions emphasize that the formation of reflection and self-assessment culture is not only a scientific and practical necessity but also a normative requirement for modern teachers, contributing to their professional identity, pedagogical mastery, and effective interaction with students.

reflection, self-assessment culture, teacher professional competence, reflective practice, pedagogical activity, professional development, competency-based approach, educational quality, professional identity

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