ПЕДАГОГІЧНА РЕФЛЕКСІЯ УЧИТЕЛІВ ПОЧАТКОВОЇ ШКОЛИ КРІЗЬ ПРИЗМУ КРИТИЧНОГО МИСЛЕННЯ

Abstract

The article is devoted to the research of the problem of development of professional reflection of a primary school teacher. The focus is on the role of critical thinking of the teacher in this process in the conditions of infodemia. Using the methods for determining pedagogical reflection (Determining the level of formation of pedagogical reflection) (OV Kalashnikova), "Determining the level of reflection" (OS Anisimova)) in a sample of primary school teachers, the advantage of the average level of pedagogical reflection was investigated. The results of the research is showed the competence of teachers in self-knowledge and introspection, analysis of their feelings and interests, the cause-and-effect relationship of their behavior and actions. At the same time, the difficulties of teachers in the control of their pedagogical activities, adaptation in difficult pedagogical situations, the manifestation of regulatory flexibility, when the educational process are changed, analysis and assessment of barriers to professional development were revealed. This difficulties are demonstrated the importance of searching for ways to optimize the professional reflection of primary school teachers, in particular, the role of critical thinking in this process.Pearson's correlation coefficient revealed a statistically significant direct correlation between indicators of pedagogical reflection and socioreflection, indicators of the scale of the personal component of pedagogical reflection and critical thinking, as well as between indicators of critical thinking and autoreflection. The obtained results testify to the dependence of pedagogical reflection of primary school teachers on the development of their critical thinking, reflection of their own experiences and analysis of the experiences of others.