Introduction. Reflection is an important factor in achieving success across various types of professional activities. In pedagogy, most studies focus on the higher psychological functions of individuals or on the development of reflective competencies in schoolchildren and students. The issue of the formation of reflective competencies within the general professional skills of teachers, particularly in the field of secondary vocational education (SVE), remains unresolved.
The aim of the article is to substantiate the significance of reflective competence within the structure of a teacher’s competencies.
Methods. The study employed bibliographic and content analysis of scientific publications dedicated to issues of pedagogical reflection, along with the systematisation of the findings.
Results. An approach to studying professional reflection as a distinct set of teacher competencies, which becomes especially crucial in the context of the digital transformation of education, was proposed.
Practical Significance. The results of the study can be used to further explore professional reflection as a tool for improving pedagogical practices.