The article examines the social conditioning of perceptions in the reflective field of the pedagogical profession, focusing on the social factors that influence the way in which teachers make sense of their practice, professional identity and relationships. Based on the understanding that reflection is not just an individual cognitive act, but socially situated and structured, the analysis of how teachers' perceptions are shaped by the context of the educational system, cultural expectations, social background, professional socialization and institutional dynamics,isundertaken. Particular attention is paid to the interweaving of the components of the perceptual environment, which forms a complex network of influences on pedagogical orientation. By understanding conceptual-theoretical frameworks and contemporary research on pedagogical identity, it is shown that the reflective ability of the teacher is built and limited by his social position -at an intersection with intense emotional and symbolic load.The study examines the reflexive field in which internally created images and socially constructed roles, models and representations interact. The emphasis is on socially conditioned cognitive schemes of perception and action that influence the ability forcritical distance and professional autonomy. In this context, it reveals how social conditions function as a mechanism for adaptation or resistance to the dominant educational paradigm in the process of professional self-awareness and social interaction. These mechanisms are dynamic and related to the changing social environment, in which reflection is not simply a result, but a research perspective for continuous rethinking of pedagogical practice at both the individual and institutional levels.
Ivanova et al. (Mon,) studied this question.