STRUCTURE OF REFLEXIVE PROCESSES IN TEACHERS WITH DIFFERENT PROFESSIONAL IDENTITY

Abstract

The article provides an analysis of the empirical study of the pattern of the reflective processes of teachers with different professional identity status. The professional identity of the teacher is seen as the result of the processes of professional self-determination, personalization and self-organization, which manifests itself in the awareness of the representative of a particular profession and professional community. From the standpoint of the ontological approach, the professional reflection of the teacher should be defined as a system of reflexive processes that serve the work of the teacher’s professional self-consciousness, ensure its interaction in the pedagogical situation, stimulate moral and ethical experiences, exercise control over the management of the subject and procedural components.The structure of the pattern of reflexive processes (personal, social and general) was studied with the help of the method. A.V. Karpova and V.V. Ponomareva. The type of professional identity of teachers was diagnosed according to the method of L.B. Schneider. The comparative analysis of the pattern of the pattern was carried out according to the criteria of homogeneity, coherence, organization, differentiation, the basic element of the structure.The results of the study showed that in the presence of a similar basic element of the psychological structure of the patterns of reflexive processes for all types of identity, there are certain differences in their organization and coherence. In the group of teachers with the status of diffuse and positive identity, the structure of reflexive processes is better integrated, the pattern has more connections at a high level of statistical significance between the individual reflexive processes.The lack of desire for self-development in teachers with diffuse identity with a high degree of professional uncertainty activates the work of reflexive processes at all levels of the psyche to ensure the optimal level of meta-regulation of their behavior. Such a reflexive system can be called a negative reflection. Being open, oriented towards finding new areas of professional development in the presence of a clear awareness of the professional position of teachers with a positive professional identity also enhances the work of their reflective system, which is positive in character.