Abstract
In this article we consider the phenomena of reflection and educational reflection as a basis for the competence of educators to manage their behavior, as well as the skills to interact with the personality of the students and reveal the technological side of the educational process. The French economist and politician Jacques Delors justifies the four basic guiding principle – pillars of education, in conjunction with the concept of lifelong learning and education in the 21st century. The four main pillars of modern education, requiring the formation of four main groups of competences are: learning to know, learning to act (learning to do), learning to live together, learning to be. The effectiveness of a good teacher is a set of multiple knowledge, reflexive skills and competences, which are constantly developed and enriched. Especially significant from them, in our opinion, are having respect for others, empathy and congruence. The accumulated practical experience of teachers is not a sufficient condition for professional development. Only the constant reflection, analysis and transformation of their own experience has allowed them to develop their skills.
Highlights
In today's context, the mental activity and creative initiative of specialists are an important prerequisite for the efficiency of professional activity
We focus on this aspect of reflection as a problem, having in view what V
The term key competences is derived from the term competence
Summary
In today's context, the mental activity and creative initiative of specialists are an important prerequisite for the efficiency of professional activity. The purpose of this research is to reveal the essence of the reflexive-teacher's skills and competences in the context of reflection as a meta-theory. The concept of "key competences" was introduced into scientific terminology in the early 1990s by the International Labor Organization and is interpreted as a general ability of a person to mobilize acquired knowledge and skills in the course of his professional activity, as well as to use generalized means of performing certain actions. According to EI Rogov, NV Kuzmina, OM Shiyan [8] the concept of “professional-competence 'means the totality of vocationally determined requirements for the teacher It is used with terms such as "Qualification characteristics", "personality professiogram", "professional readiness", "professionalism". The basis for their development are tolerance, ability for dialogue, self-actualization, selfeducation, congruence, empathy and more. - qualities that result from reflection
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