Formation of Future Teachers’ Professional Reflection during Pedagogical Practice
Bobryshov Sergey Viktorovich, Sumenko Larisa Vasil'evna, Taran Olga Alekseevna
Stavropol State Pedagogical Institute
Submitted: 10.06.2021
Abstract. The research objectives are as follows: to reveal meaningful aspects of future teachers’ professional reflection, to identify conditions of professional reflection formation during pedagogical practice. The article describes features of professional pedagogical reflection formed as a result of interaction of cooperative, communicative, personal and intellectual reflection; it is shown that professional reflection determines specificity of pedagogical consciousness and pedagogical activity, being a key element of professional readiness. The authors present results of studying students’ professional reflection level; identify gaps in their professional training. The paper justifies the thesis that future teachers’ professional reflection is formed through algorithmic analysis of pedagogical phenomena and through reflection on pedagogical situations arising during pedagogical practice. A model to form students’ professional reflection is proposed. Scientific originality of the study involves developing a model to form students’ professional reflection during pedagogical practice. The proposed model contains purpose-oriented, organizational, controlling analytical and correctional blocks. The research findings are as follows: for each stage of training, the authors specify goals, content, forms and methods of work on forming future teachers’ professional reflection, identify areas of diagnostics and correctional work associated with this process.
Key words and phrases: модель формирования культуры, профессиональная рефлексия, производственная практика, будущий педагог, профессиональная готовность, model to form culture, professional reflection, practical training, future teacher, professional readiness
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