DEVELOPING SELF-ASSESSMENT AND REFLECTION THROUGH THE MASTER–APPRENTICE TRADITION IN EDUCATION
Keywords:
Master–apprentice tradition, self-assessment,, reflectionAbstract
This article explores the integration of the traditional master–apprentice pedagogical model into contemporary educational practices to enhance self-assessment and reflective capacities among learners. Drawing on historical educational paradigms and modern cognitive and metacognitive frameworks, the study examines how guided mentorship, personalized feedback, and iterative reflective exercises contribute to learners’ ability to critically evaluate their own performance, cultivate autonomous learning, and develop professional competencies.
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