Reflexive Process Research Articles

Escritura colaborativa en línea. Un estudio de la revisión textual compartida en la formación inicial de maestros

Presentamos, en el marco de los proyectos de innovación de la Universidad de Valencia, el análisis de una experiencia de escritura colaborativa en línea. Desde una perspectiva que reúne las tesis de escritura y evaluación como herramientas para aprender, se aplica una metodología de investigación-acción para el seguimiento de un proceso de aprendizaje colaborativo: escritura individual, con revisión y evaluación compartidas, a través de un diario virtual que recoge las sesiones presenciales de la asignatura Lengua Española para Maestros, de primer curso de las titulaciones de Magisterio. La muestra analizada, perteneciente a dos cursos académicos, corresponde a la actividad de 84 estudiantes, cada uno de los cuales moderó una conversación virtual con una media de 12-16 mensajes de autoría múltiple cada una, que fueron analizados mediante una técnica ad hoc de análisis de contenido. Como conclusiones más destacadas, los resultados han permitido identificar diferencias en el rendimiento asociadas a procesos de coautoría real favoreciendo la aparición de procesos argumentativos y reflexivos, y guía el trabajo de grupo hacia procesos cercanos a los esperados en las comunidades de aprendizaje. Asimismo, este trabajo invita a la reflexión sobre dos aspectos: el seguimiento de los participantes y la entrega de ayudas durante el proceso.

Nominal Reflexives and Verbal Reflexives

Reflexivity expresses itself in various ways across languages. Some languages uses nominal reflexives like English and other languages express reflexivity by marking on the predicate like polysynthetic languages. Interestingly, there are languages employ both nominal and the verbal reflexives like Telugu and Kannada. In languages that use both the nominal reflexive system and the verbal reflexive system, the verbal reflexive system preempts the reflexive interpretation process. In situations where the verbal reflexive system fails, the nominal reflexive system takes charge of the reflexive interpretation. Thus, both systems exist independently in natural languages and the reflexivity resides on nominal reflexives as well as on verbal reflexives.

Езиковедските възгледи за рефлексията върху речевото поведение

The article systematizes fundamental linguistic views regarding the nature of reflection and its role in the speech processes, as well as its potential scope when speech behaviour is its object. The understanding of the said issues is traced along the following theoretical lines: consciousness and focus of the reflexive processes; awareness of the speech as a technology and a product; reflection as a conscious action oriented towards the speech behaviour, and as a transition from spontaneous to controlled speech.

Clinique des expériences de mort imminente : du vécu agonistique aux formes extrêmes de symbolisation

AimWe propose an analysis of Near-Death Experiences (NDE) in order to better understand the psychic processes that characterize them, their aftereffects, and how to accompany the people who report them. MethodOur paper begins with a brief review of the literature concerning NDEs and their different explanatory models. A phenomenological and psychodynamic analysis of research interviews conducted with ten people who report an NDE is then proposed. We aim to clarify the context of the emergence of the NDE, its subjective inscription, and its aftereffects by exploring the psychic life of the subject beyond the experience itself. ResultsNDEs appear as a specific psychic solution associated with different forms of traumatic experiences. The components of the NDE would express the process of symbolization of these experiences according to a gradual response depending on the depth of the experience. Several phenomenological elements of the NDE (out-of-body experience, life review, and encounter with a spiritual being) would be, more precisely, the consequence of the unfolding of the process of symbolization by a self-representation of the reflexive processes as well as a dissolution of the ego. These processes frequently engender profound psychic reorganizations whose evolution will depend on the transformational potential of the experience, the full effect of which requires a passage through an “other-subject” object. DiscussionNDEs appear as a complex phenomenological constellation of biological, psychic, and cultural factors. They represent an experiential organizer that brings together scattered phenomenological elements into a coherent whole. When certain conditions of the experience and its subsequent elaboration are met, NDEs induce transformational processes that sometimes give rise to subjective metamorphoses. NDEs thus appear as an experience of psychic reanimation that allows the psyche to be “resuscitated” in parallel with the sometimes simultaneous resuscitation of the body. ConclusionNDEs represent an extreme form of paranormal solution whose occurrence is favored by certain personality factors and by a traumatic context. During this experience, the symbolization process and the subjective appropriation of experiences left behind induce potential transformations of the subject in her/his relationship to her/himself and to others. Like any experience at the limits of the symbolization process, NDEs require an encounter with “another” in order to fully express their transformational potential. Clinicians confronted with these experiences should therefore accompany their integration with negative capability and openness.

The effect of co-actor group membership on the social inhibition of return effect

Being part of a group is a crucial factor in human social interaction. In the current study we explored whether group membership affects reflexive automatic cognitive functioning, and specifically the social inhibition of return effect (SIOR; Welsh et al., 2005). SIOR is characterized by slower reaction times (RTs) to a location already searched by another agent. To examine whether group membership modulates SIOR, we recruited Muslim and Jewish students from the University of Haifa to perform a task with either an in-group member or an out-group member. Both IOR and SIOR were suggested to act as a foraging facilitator (Klein, 2000; Welsh et al., 2005). Accordingly, we predicted that the SIOR effect would be larger when performing the task with an in-group member than with an out-group member. The results confirmed our prediction by indicating that the co-actor's group membership modulated the SIOR effect. These findings are consistent with the notion that social factors play a critical role in producing the SIOR effect and provide a novel indication of the influence of social factors such as group membership on basic reflexive cognitive processes.

Msit No'kmaq: An Exploration of Positionality and Identity in Indigenous Research

In this paper I explore the Mi’kmaq words Mist No’kmaq, which can be translated as ‘all my relations’. Msit No'kmaq is not only at the center of who I am as a person, but also who I am becoming as a researcher. Reflecting on how to honor all my relations within research, has allowed me to explore my beliefs about research, thereby developing a clear understanding of the purpose and intentions of engaging in Indigenous research. Rather than seeing researchers as insiders or outsiders within the context of Indigenous communities, I argue that it is important to engage in reflexive processes that make visible a researcher’s positionality and who they are and are becoming. *Keywords: Identity, positionality, Indigenous research, relations, relational accountability

Making Smallholder Value Chain Partnerships Inclusive: Exploring Digital Farm Monitoring through Farmer Friendly Smartphone Platforms

Value chain partnerships face difficulties achieving inclusive relations, often leading to unsustainable collaboration. Improving information flow between actors has been argued to contribute positively to a sense of inclusion in such partnership arrangements. Smallholders however usually lack the capability to use advanced communication technologies such as smartphones which offer a means for elaborate forms of information exchange. This study explores to what extent co-designing smartphone platforms with smallholders for farm monitoring contributes to smallholder ability to communicate, and how this influences smallholder sense of inclusion. The study uses an Action Design Research approach in engaging smallholders in Ghana, through multi-stakeholder and focus group discussions, in a reflexive co-design process. The research finds that co-designing a platform interface was significant in improving farmer ability to comprehend and use smartphone based platforms for communicating farm conditions and their needs with value chain partners. Farmers were however skeptical of making demands based on the platform due to their lack of power and mistrust of other actors. This highlights a need for adjusting the social and political dimensions of partnership interactions, in tandem with the advancement of digital tools, in order to effectively facilitate a sense of inclusiveness in partnerships.

Atuação do/a pedagogo/a no espaço da coordenação pedagógica: entre reflexões e proposições

O presente artigo decorre de nossas reflexões teóricas e metodológicas construídas no âmbito das experiências docentes em disciplinas e temas da Didática, da Formação de professores/as, do Estágio Supervisionado e da Coordenação Pedagógica. O objetivo geral foi compreender o processo de atuação do/a pedagogo/a no espaço da coordenação pedagógica no que diz respeito à gestão dos processos de formação continuada de professores/as frente às suas diversas práticas. O diálogo entre as referências teóricas foi tecido com os/as autores/as os quais discutem o espaço da coordenação pedagógica, o papel do/a coordenador/a pedagógico/a e a formação continuada e em serviço. Com base nas proposições mencionadas ao longo do texto, apontamos aspectos como: a importância da formação continuada para os/as coordenadores/as pedagógicos/as, a necessidade da construção da identidade do/a coordenador/a, a construção do espaço da coordenação como espaço democrático e o desenvolvimento de um processo de formação reflexivo e crítico.

Avaliação de desempenho: percepção de profissionais da saúde em uma instituição hospitalar pública

Objetivo: compreender a percepção de profissionais da saúde sobre o processo de avaliação de desempenho. Método: pesquisa qualitativa exploratório-descritiva, realizada em um hospital público brasileiro com 65 profissionais membros da equipe multiprofissional de saúde da instituição. Os dados foram coletados por meio de questionário semiestruturado e submetidos à análise de conteúdo temática. A interpretação embasou-se no quadro teórico do referencial Freireano e em outras pesquisas relacionadas. Resultados: destacou-se a confidencialidade, privacidade, instrumento utilizado e periodicidade da avaliação. Ainda, os participantes elencaram a necessidade de preparação para a entrevista e a ênfase nas potencialidades dos trabalhadores. Tendo concluído a avaliação, emergiram questões referentes à motivação dos profissionais e aos sentimentos vivenciados ao longo da avaliação. Considerações finais: os resultados reforçam o entendimento da complexidade inerente ao ato de avaliar e a necessidade de exercício contínuo, ampliado a avaliadores e avaliados, no intuito de suscitar um processo participativo e de reflexão crítica.

Device Autonomic Regulation Therapy in Patients with Heart Failure with Reduced Ejection Fraction.

Heart failure with reduced ejection fraction (HFrEF) is a common, incompletely treatable, complex, progressive, and severe medical problem despite guideline-directed medical therapy. HFrEF is associated with sympathetic activation and parasympathetic inhibition; these reflexive processes may ultimately be maladaptive and exacerbate or even perpetuate the problem. Attempts to regulate autonomic tone during HFrEF in animal models and in humans has shown promise with beneficial effects that include improvement in symptoms, mitigation of arrhythmic events, reduction in mortality, and correction in hemodynamics. Several modalities to regulate autonomic tone such as unilateral parasympathetic nerve activation, baroreceptor activation, renal nerve ablation and spinal cord stimulation have been investigated. Although they demonstrated some benefit, the long-term efficacy in HFrEF has not been proven. Considering specific limitations of each modality, to draw definitive conclusions is impossible at this time. Here, we review the present state-of-the-art hiterature? of device of autonomic regulation therapy to affect outcomes in HFrEF.

THE RELATIONSHIP BETWEEN REFLECTIVE PROCESSES AND THE BELIEF IN CONSPIRACY THEORY DURING THE COVID-19 PANDEMIC

The article analyses socio-psychological features of the belief in conspiracy theories. The national and foreign approaches to the phenomenon of faith in conspiracy theories as a reaction to the long-term uncertainty are identified. The article emphasized that the spread of conspiracy theories in the modern world is facilitated by the spread of the coronavirus COVID-19 and its recognition as a pandemic. Stressful events can sometimes contribute to the development of an individual’s conspiratorial thinking. The article emphasizes that the spread of such ideas can be contributed by vast amount of free time (because of introduced quarantine measures) and the active use of social networks. Incidentally, all this can stimulate the development of reflexive processes. The article considers the differential model of reflexivity (D. Leontiev, E. Osin), which differentiates positive (systemic reflection) and negative (quasi-reflection, introspection) reflexive processes. The empirical hypothesis of the study was to examine the existence of significant correlations between belief in conspiracy theories and negative reflexive processes. We conducted the empirical study on relations between reflexive abilities and belief in conspiracy theories associated with COVID-19. The features of the respondents’ reflexive abilities during quarantine restrictions were empirically determined. The studied respondents showed mainly quasi-reflection, which led to unfounded fantasies and acted as a form of psychological protection for moving away from an unpleasant situation, the real solution of which is unattainable. Systemic reflection was less developed, which indicated low adaptability to life situations, as well as described the nature of the analysis of situations in which an individual finds him/herself. The respondents had poor ability to outline life situations in all their interacting aspects. The performed study on existence and strength of faith in conspiracy theories points to characteristic manifestations of conspiracy theories. The most popular theory among respondents was the belief that coronavirus infection was a biological weapon and was created deliberately in secret laboratories.  The statistical analysis demonstrated a significant two-way relation between quasi-reflection and belief in conspiracy theories.  

Institutionalising reflexivity? Transformative learning and the Intergovernmental science-policy Platform on Biodiversity and Ecosystem Services (IPBES)

In the wake of controversies surrounding both the legitimacy and effectiveness of intergovernmental expert organisations, the Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services (IPBES) was established in 2012 as a new intergovernmental expert organisation with the explicit mandate to move beyond ‘one-size-fits-it-all’ approaches. During its first eight years of operating, this attempt to ‘do different’ has made IPBES develop into a space for individual, experiential, and organisational learning and has made significant progress towards becoming a ‘learning organisation’. However, learning can take different forms. Looking towards the future development of IPBES, the importance of transformative learning and the need to establish institutional reflexive processes in which this transformative learning can take place will be critical. IPBES has a number of novel features, three key features facilitating transformative learning are its ambitious principles and inclusive approach to a wide range expertise and knowledges, its fellowship programme, and commitment to a transparent and on-going review process. While IPBES’ social organisation is significantly different from previous initiatives and has created opportunities for transformative learning, not all learning and all changes that have taken place have been reflexive and some innovative features also have had unintended consequences for the results of the learning activities. As a result, to live up to its ambitions of contributing to positive and transformative societal and environmental change, IPBES must strengthen its capacity for transformative learning. Some proposals on how to systemise it further are outlined.

Mangrove Typology: A Proposal for Mapping based on High Spatial Resolution Orbital Remote Sensing

Almeida, P.M.M.; Cruz, C.B.M.; Amaral, F.G.; Furtado, L.F.A.; Duarte, G.S.; Silva, G.F.; Barros, R.S.; Marques, J.V.F.P.A.; Rosario, E.S.; Santos, V.F.; Alves, A.; Chaves, F.O., and Soares, M.L.G., 2020. Mangrove typology: A proposal for mapping based on high spatial resolution orbital remote sensing. In: Malvarez, G. and Navas, F. (eds.), Global Coastal Issues of 2020. Journal of Coastal Research, Special Issue No. 95, pp. 1-5. Coconut Creek (Florida), ISSN 0749-0208.Solutions to improve environmental management strategies increasingly require the adoption of new techniques, such as Geotechnologies. All this effort must be carried out in a multidisciplinary way, using different concepts, techniques and scientific visions about the same phenomenon. In response to the cartographic demands, one of the primordial steps for a good mapping starts before the processing of the images to be used. This step is based on the definition of a legend related to the scale and purpose of the mapping. This work aims to contribute in the definition of a typology adapted to the use of high spatial resolution remote sensing data for the mapping of mangrove phytophysiognomies in the Brazilian Equatorial Coast. The final mapping covered more than 27,000 ha of forests divided into the following classes: (i) Forest dominated by Avicennia schaueriana; (ii) Forest dominated by Rhizophora spp.; (iii) Mixed Forests; all indicating differences in structural development (high, medium or low). Through this reflexive process, this work contributes to the mapping with effectively transdisciplinary strategies.

Re-basing Scientific Authority: Anthropocene Narratives in the Carnegie Natural History Museum

ABSTRACT Natural history museums legitimate and motivate social and political actions through their representations of science-society relations. The Carnegie Natural History Museum has brought narratives of the Anthropocene into its museum spaces, offering novel representations and understandings of human-nature and science-society relations. As a contested concept, the Anthropocene entails at least two tensions in how it might be represented, encouraging different kinds of social and political projects: the Anthropocene may encourage new political formations and opportunities as well as new, better relations between science and society. Motivated to engage with the Anthropocene out of commitments to affirm a strong and pronounced social role of the scientific community, museum actors defend scientific authority through appeals to reflexive scientific processes and science's necessary relations with other modes of thought. Reflexive scientific processes allow scientists and scientific institutions to manage their social and political values, while science's relations with artistic and ethical thinking legitimizes the use of science in responses to explicitly political and social problems. The Carnegie Museum enacts these bases for authority through its Anthropocene narratives, re-drawing the boundaries of scientific authority to include political questions while simultaneously making the boundaries between legitimate, scientific knowledge and other modes of thought less salient.

COVID-19: Perspectives, Based on An Ethnographic Study, from Mauritius, a Southern African Country.

Background: In the context of the COVID-19 pandemic, the Government of Mauritius announced the first three COVID-19 cases in the island on 18 March 2020. Following the outbreak, measures for national lockdown which were implemented as from 20 March 2020 were subsequently upgraded to national curfew as from 23 March. The need thus arose to observe the natural behaviour of Mauritians in the social environment resulting from the COVID-19 confinement measures. Methods: A qualitative study with ethnographic approach was undertaken in Mauritius, during the period 18 March to 1 May 2020, by Mauritian investigators who were immersed in the social context. As ethnographers in the digital era, we travelled through the internet in order to be on the field site. Following participant observation, data analysis and interpretation, we followed the Standards for Reporting Qualitative Research (SRQR). We also undertook the ethnography-related reflexivity process for quality assurance of this qualitative study. Findings: This study revealed four main themes with respect to the behaviour of Mauritians in the social context of the COVID-19 outbreak as follows: Adapting to confinement measures, panic buying, sustaining media communication and facing the dangers of COVID-19. Interpretation: The interpretation of our findings led us to draw the lessons learnt during the course of this study which provides insights potentially applicable to middle-income countries for their respective public health response to COVID-19.

Increasing Physical Activity in Empty Nest and Retired Populations Online: A Randomized Feasibility Trial Protocol.

Despite the extensive evidence on the benefits of physical activity (PA) in older adults, including reduced risk of disease, mortality, falls, and cognitive and functional decline, most do not attain sufficient PA levels. Theoretical work suggests that behavioral change interventions are most effective during life transitions, and as such, a theory-based, online intervention tailored for recently retired and empty nest individuals could lend support for increasing levels of PA. The aim of this study is to examine the feasibility of the intervention and study procedures for a future controlled trial. This study has a randomized controlled trial design with an embedded qualitative and quantitative process evaluation. Participants are randomized at 1:1 between the intervention and waitlist controls. Potential participants are within six months of their final child leaving the familial home or within six months of retiring (self-defined), currently not meeting the Canadian PA guidelines, have no serious contraindications to exercise, and are residing in Victoria, British Columbia, Canada. Participants are recruited by online and print flyers as well as in-person at community events. The study aims to recruit 40 empty nest and 40 retired participants; half of each group received the intervention during the study period. The internet-delivered intervention is delivered over a 10-week period, comprising 10 modules addressing behavior change techniques associated with PA. Primary outcomes relate to recruitment, attrition, data collection, intervention delivery, and acceptability. Secondary behavioral outcomes are measured at baseline and post-treatment (10 weeks). Intervention-selected participants are invited to an optional qualitative exit interview. The results of this feasibility study will inform the planning of a randomized effectiveness trial, that will examine the behavior change, health-related fitness, and well-being outcomes by exploring how reflexive processes of habit and identity may bridge adoption and maintenance in behavioral adherence.

LA REFLEXIÓN, PARTE FUNDAMENTAL EN LA MEDIACIÓN DIDÁCTICA PARA LA ENSEÑANZA DE LAS CIENCIAS: UN CASO ESPECÍFICO DEL CONCEPTO MATERIA

Con el propósito de favorecer procesos de enseñanza acorde con las necesidades de los estudiantes, de manera que se promuevan aprendizajes útiles para la vida, la mediación didáctica propone el rol del docente como mediador de los aprendizajes, de manera que se favorezca no solo la construcción de saberes científicos sino también un desarrollo emocional de la persona (Parada-Trujillo & Avendaño, 2013). Así mismo, se reconocen los planteamientos de Tébar (2009) quien establece que no se trata de que el docente pase de un modelo de enseñanza tradicional a uno de enseñanza constructivista, sino se trata más bien del reconocimiento de las características del propio modelo tradicional y de las que configuran el enfoque de mediación didáctica, de modo que el docente pueda diferenciarlos, y configurar sus estrategias de enseñanza como consecuencia de un proceso de reflexión de su propia práctica. A partir de lo anterior la pregunta que orienta la presente investigación es: ¿Cómo los procesos reflexivos fundamentados en la mediación didáctica favorecen los procesos de enseñanza-aprendizaje del concepto de materia a partir de la implementación de una secuencia didáctica a estudiantes de grado 10º? Para solucionar lo anterior se contó con una población de dos docentes de química en ejercicio y un grupo de 30 estudiantes para cada docente con edades entre los 15 y 17 años del grado 10°. Dichos estudiantes pertenecen a un establecimiento educativo de Cali - Valle del Cauca del sector oficial. La investigación presenta un estudio cualitativo. La recolección de los datos se realizó a partir de diversos instrumentos como: cuestionario de indagación acerca de las concepciones teórico-prácticas sobre la enseñanza, aprendizaje y evaluación de las ciencias, observación del desarrollo de clases a partir de registros fílmicos, rejilla de análisis de clase, entrevista semiestructurada, pretest y postest conceptual (el cual se implementó al final del proceso de aplicación de la secuencia didáctica).Las conclusiones obtenidas reafirman la importancia de generar espacios reflexivos durante la práctica docente de manera que éste sea consciente de los aciertos y desaciertos desarrollados durante su proceso de enseñanza, generando estrategias pedagógicas que favorezcan en los estudiantes un aprendizaje autónomo. Resulta de suma importancia la experiencia a la que se enfrentan los docentes durante su proceso de formación, debido a que a partir de la investigación se encontró que el docente perteneciente a la muestra control presenta 28 años de experiencia mientras que la docente perteneciente a la muestra experimental presenta 2 años de experiencia y la cual obtuvo mejores resultados. De ahí, la importancia de la experiencia, en la medida en que sea concebida desde un enfoque reflexivo que posibilite la reconstrucción de su quehacer pedagógico y la generación de estrategias de enseñanza en el aula de clase en busca de generar diversos caminos de aprendizaje. De esta forma la experiencia desde un ámbito reflexivo se convierte en posibles caminos o estrategias a seguir que se establecerán en el sistema cognitivo del docente y el cual podrá emplear en el aula de clase.

How the Bachelors of Psychology Reflect on Professional Speech: The State of Discursive Reflexivity Development

The article deals with one of the problems of reflexive psycholinguistics; namely: reflections of speakers – future psychotherapists and psycho-counselors – on professional speech, its awareness and control over its generation.
 The purpose of the article is to describe the results of the theoretical and empirical study of spontaneous and reflexive speech processes in Bachelors of Psychology, who have entered the Master’s program in the speciality 053 Psychology (specialization – “psychotherapy” and “psychological counseling”). The article presents conceptual approaches, criteria indicators, methods and techniques that contributed to the study of reflection on professional speech, which facilitated the study of how the Bachelors of Psychology reflect on professional speech and if it is refined, what reflection is it: spontaneous or arbitrary?; Conscious or unconscious is the control over the generative process?; How they objectify the language of their profession: whether it is “transparent” in them or has become an object of perception?; What is the extent to which they reflect on professional speech?.
 Methods & Techniques. Using a set of methods (discourse analysis of transcribed psychotherapeutic discourses, produced by respondents, content analysis, observation of professionally centered speech, analysis of informants’ judgments about their speech and their individual language, analysis of the done by them self-analysis of audio recordings of their psychotherapeutic discourses) and techniques (tests of achievement with closed and open tasks, tests with one radical; diagnostics of an individual measure of expression the properties of speech reflectivity) there were identified two levels of reflectiveness development in professional speech.
 Results. Identified two levels of reflectiveness development in professional speech: 1) low level, which is characterized by such qualitative characteristics, as spontaneous reflection on professional speech at the level of unconsciousness, complete absence of objectification of the language of specialty and control over the speech, dominance of interpsychic spontaneous (situationally revealed) reflection on professionally directed speech, lack of situational, retrospective and perspective reflection; 2) the average level when in respondents is observed manifestation of spontaneous reflection on professional speech at the level of unconscious control, the lack of objectification of the language of their specialty, the dominance of interpsychic reflection on speech, the presence of spontaneous situational reflection in the absence of retrospective and perspective professional speech reflexivity. The respondents which can be referred to the high level of reflexivity development were not revealed.
 Conclusions. It is established that empirically the reflection on professional speech in students is not formed enough. Purposeful psycholinguistic-didactic influences are required for ensuring the success of the professional speech of the Bachelors of Psychology.

Da teoria à prática: a utilização de oficinas didáticas no processo de ensino e aprendizagem para alunos do ensino médio

A utilização de oficinas didáticas em sala de aula é um método eficiente, que pode auxiliar o aluno no processo de aprendizagem, interligando teoria e prática motora. Esta pesquisa teve como principal objetivo avaliar de forma quantitativa e qualitativa os múltiplos conhecimentos disseminados através do uso de oficinas didáticas em sala de aula, tendo como receptora uma escola pública. Os acadêmicos que ministraram a atividade buscaram analisar as principais dificuldades de aplicação deste método. Resultados demonstraram que, de acordo com a lista presencial e avaliação quantitativa de contextualização, a oficina didática teve bons níveis de aceitação entre os alunos. Através desta prática e análise dos questionários aplicados, podemos concluir que temas pouco abordados em sala de aula, tais como: cultivo in vitro e nutrição vegetal, tornaram-se mais compreensíveis pelos alunos por intermédio desta contextualização. Demonstrando a importância de atividades práticas para o processo crítico e reflexivo dos alunos.

РЕФЛЕКСИВНА Й АВТОПСИХОЛОГІЧНА КОМПЕТЕНТНІСТЬ ФАХІВЦІВ СОЦІАЛЬНОЇ СФЕРИ: ОСОБЛИВОСТІ РОЗМЕЖУВАННЯ ПОНЯТЬ

The purpose of the article is to scientifically comprehend and differentiate the concepts of specialists’s of social sphere reflexive and autopsychological competence, to determine the means of their empirical research. Methods. Theoretical analysis and generalization of data from literature sources allowed to methodologically substantiate the use of psychodiagnostic methods aimed at studying the reflexive and autopsychological competence of social sphere’s specialists. In particular, the research methods of reflection, assessment methods of components of self-concept and self-image, self-consciousness and self-conception are considered. Reflective practices, used in vocational training, are discussed separately. Results. The key moments of understanding in the psychological science the specialists’ autopsychological and reflexive competence are analyzed. It is determined that reflexive competence is a professional personal quality, which is manifested in the implementation of reflexive processes, accelerates personal and professional development, enhances creativity. Autopsychological competence is the integrated ability to reflective processes at the individual-personal level of mental regulation of professional activity of socionomic’s professionals. An important tool for the professional development is self-reflection, as a process of self-analysis, self-esteem, self-control and self-observation of the individual. Conclusions. Detected, that the ability for professional reflection is an important factor in achieving a high level of skill and effectiveness. Reflective competence is a meta-competence in the structure of the specialists’ personality-professional competence, which provides the capacity for awareness and criticism of oneself as a subject of activity, the process of professional activity, the person in need, as the object of cognition and professional influence. Reflexive competence is a common concept for autopsychological competence and self-reflection of specialists. Reflective practices, that shape the qualities of self-reflection of professional behavior, attitude and motivation of social sphere’s specialists, are of great importance during vocational training.