REFLECTIVE POSITION OF THE TEACHER: METHODS AND TECHNIQUES OF REFLECTION OF PEDAGOGICAL ACTIVITY

Abstract

The relevance of the problem of forming a reflexive position of the future teacher is determined by the fact that universal human orientations are becoming dominant in society. Today's education is focused on the harmonious development of the personality and universal ideals, the humanistic approach to education is gaining more relevance, all of the above determines the objective necessity of changes in the professional training of future teacher. In these conditions, it is necessary to search for a different content of the teacher's activity, to introduce new methods and technologies of his work. The problem of the development of reflective skills among teachers as a professional competence is particularly relevant and requires the solution of new methodological tasks for education, as well as puts forward new requirements for the level of competence of specialists. The material of the article highlights various aspects of the teacher's reflection of his professional activity: reflection, reflexivity, reflective position, professional reflection, reflective culture. The author pays special attention to the methods and techniques of developing the reflective culture of teachers using the opportunities of the educational environment. The author assumes that the proposed format best corresponds to the features of the reflective process and the tasks of professional development of teachers. The purpose of the article is to define and substantiate the essential characteristics of the concept of "reflective position of the teacher" by creating an innovative and reflective educational environment. The task of the article is to analyze the components of the studied concept, namely: "personal position" and "reflection", to determine their content and essential characteristics. To achieve this goal, the following theoretical methods and techniques were used: analysis (for the purpose of studying individual parts); synthesis (combination of parts into a whole); comparison (identification of differences and similarities); abstraction (selection of the main significant features in the object and rejection of non-essential ones); formalization (presentation of knowledge in the form of concepts, judgments, developments). Interpretive research methods are also used, which are focused on explaining the obtained results from the point of view of primary assumptions, integrating the obtained empirical regularities into a single scientific picture of the world. Prospects for further research consist in diagnosing the state of formation of the reflexive position of the future teacher and developing a training program for the formation of this quality for the teacher during the teaching of the discipline.