Abstract
In the article, pedagogical reflection is considered as a professional competence, its essence, stages and mechanisms for reflexing pedagogical activity are presented. The reflection phenomenon is revealed in an integrative context, the specifics of its revealing in the professional experience of the teacher is described. The role of reflexive thinking in professional pedagogical activity is justified. The conditions for the development of professional reflection of the teacher were highlighted. The most important among them are: updating the teacher’s reflexivity; specially organized reflexive activity of the teacher; the presence of a reflexive environment; enhancing the interpersonal relationships of participants in reflexive activities; development of professional reflection using educational programs. The model of personal reflexive support of the specialist is analyzed and necessity of its application is justified. The main goal of reflexive support for the development of the teacher’s personality should be the creation of favorable conditions for the formation of a mature professional identity. Continuing pedagogical education represents the constant creative development and improvement of each person throughout life by means of the interaction of all the knowledge obtained at different life stages and stages of learning.
Highlights
A problem statementNowadays human capital is becoming more and more valuable, despite the fact that there is a sharp conflict between a centrist, personal-oriented approach and a constantly developing and widespread technological approach that is seen in all spheres of life, including education
In the article, pedagogical reflection is considered as a professional competence, its essence, stages and mechanisms for reflexing pedagogical activity are presented
Some of them can be common cultural, common pedagogical and special ones. Such competencies include pedagogical reflection, which simultaneously acts as a mechanism for the formation and improvement of a professional" [3]
Summary
Nowadays human capital is becoming more and more valuable, despite the fact that there is a sharp conflict between a centrist, personal-oriented approach and a constantly developing and widespread technological approach that is seen in all spheres of life, including education. As the domestic scientists emphasize (V.N. Belkina, I.I. Revyakina), "modern higher teacher training is developing in line with a competent approach, the essence of which is the formation of a number of integrative professional skills of the graduates designed to ensure the successful teacher’s solution of various tasks of teaching, education, development of a growing person. Revyakina), "modern higher teacher training is developing in line with a competent approach, the essence of which is the formation of a number of integrative professional skills of the graduates designed to ensure the successful teacher’s solution of various tasks of teaching, education, development of a growing person Such skills are called the professional competencies. Some of them can be common cultural, common pedagogical and special ones Such competencies include pedagogical reflection, which simultaneously acts as a mechanism for the formation and improvement of a professional" [3]. Reflection helps the teacher to show great flexibility in planning classes taking into account the real communicative needs and psychological characteristics of students, ensures the implementation of a personal-oriented approach to teaching
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