THE FORMATION OF TEACHER’S PEDAGOGICAL REFLECTION

Abstract

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.