O. N. Gorodyska


The article envisages the conceptual essence of “pedagogical reflection”, which forms the important component of educational activities. Pedagogical reflection is investigated as a fixing subjective process and outcome of pedagogical interaction between personal development and providing reasons. The identificational process of subject in pedagogical interaction within the peculiarities of particular situation and teacher’s reflection of inner world, the level of student’s development and vice versa are studied here. Such features of educational reflection as diagnostic, prognostic, organizational, communicative, creative thinking, motivational and corrective are also indicated. Determining the set of necessary and sufficient teaching conditions, during which the reflexive activities can be the factor in effective preparation for professional activity, the following statements were taken into account. They are: 1) the successful development of educational conditions depends on the determining definition of the main purpose, which is aimed at achieving the learning process; 2) the efficiency of pedagogical conditions is achieved through their relationships, ie, complementary and interdependent set of actions and measures for making the results; 3) during the implementation of pedagogical conditions the motivational readiness of training subjects on reflexive activity is provided. Due to the above positions the complex of pedagogical conditions necessary for the formation of pedagogical reflection were drafted and reasonably proved, ie, the development of positive attitudes towards the reflexive activities and understanding the essence of pedagogical reflection; complex formation of didactic, technological and reflexive knowledge and skills in the studying cycle of psycho-pedagogical disciplines; providing pedagogical support of reflective activities across all the components of the educational process and the results’ monitoring of learning process in the context of personal achievements. The formation and development of students’ pedagogical reflection are an integral and important parts of comprehensive process in professional and pedagogical training that promote the self-knowledge and professional self-improvement.


pedagogical reflection; reflective position; pedagogical condition and pedagogical activity


Gorodyska, O. M. (2010). The pedagogical conditions of forming readiness of future teacher for teaching introspection. Scientific notes of Ternopil Volodymyr Hnatiuk National Pedagogical University, ser.: Pedagogics, 3, 43–48. Ternopil: Ternopil Volodymyr Hnatiuk National Pedagogical University [in Ukrainian].

Gutkina, I. M. (2000). The cultural space of individual. Personality in the social space of Russia, (p.162). Saratov, Russia [in Russian].

Kashlev, S. S. (2004). Interactive methods in teaching pedagogy. Minsk, Russia: Higher School [in Russian].

Alekseev, N. G., Zaretsky, V. K., Ladenko, I. S. & Semenov, I. N. (1991). Methodology reflection of conceptual schemes in search activity and decision-making. Novosibirsk, Russia: NSU [in Russian].

Semenov, I. N. & Stepanov, S. Y. (1983). The reflection in organization of creative thinking and self-development. Questions in psychology, 2, 35–42. Retrieved from [in Russian].

Semenov, I. N. & Stepanov, S. Y. (1984). Modern problems in psychology of creativity, reflection and design. Questions in psychology, 5, 169–170. Retrieved from [in Russian].

Stepanov, S. Y. (1988). The problem in conceptually-methodical display of thinking process. Questions in psychology, 5, 38–46. Retrieved from [in Russian].

Frankl V., (1990). Man’s Search for Meaning. Moscow, Russia: Progress [in Russian].

GOST Style Citations

1. Городиська О. М. Педагогічні умови формування готовності майбутнього вчителя до педагогічного самоаналізу / О. М. Городиська // Наукові записки Тернопільського національного педагогічного університету імені Володимира Гнатюка. Серія: Педагогіка. – Тернопіль, 2010. – № 3. – С. 43–48.

2. Гуткина И. М. Культурное пространство личности / И. М. Гуткина // Личность в социальном пространстве России : сб. статей. – Саратов, 2000. – С. 162.

3. Кашлев С. С. Интерактивные методы обучения педагогике / С. С. Кашлев. – Минск : Вышейшая школа, 2004. – 176 с.

4. Методология рефлексии концептуальных схем деятельности поиска и принятия решений / Н. Г. Алексеев, В. К. Зарецкий, И. С. Ладенко, И. Н. Семенов. – Новосибирск : НГУ, 1991. – 74 с.

5. Семенов И. Н. Рефлексия в организации творческого мышления и саморазвитии личности [Електронний ресурс] / И. Н. Семенов, С. Ю. Степанов // Вопросы психологии. – 1983. – № 2. – С. 35–42. – Режим доступу:

6. Семенов И. Н. Современные проблемы психологии творчества, рефлексии и проектирования [Електронний ресурс] / И. Н. Семенов, С. Ю. Степанов // Вопросы психологии. – 1984. – № 5. – С. 169–170. – Режим доступу:

7. Степанов С. Ю. Проблема концептуально-методического отображения процесса мышления [Електронний ресурс] / С. Ю. Степанов. – 1988. – №. 5. – С. 38–46. – Режим доступу:

8. Франкл В. Человек в поисках смысла: пер. с англ. и нем. / В. Франкл; общ. ред. Л. Я. Гозмана, Д. А. Леонтьева; вступ. ст. Д. А. Леонтьева. – М. : Прогрес, 1990. – 368 с. 

Copyright (c) 2016 Journal of the National Technical University of Ukraine “KPI”: Philology and Educational Studies

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

ISSN 2410-8278 (Online), ISSN 2307-1591 (Print)