ONTOLOGICAL DIMENSIONS OF PROFESSIONAL REFLECTION OF A TEACHER IN PEDAGOGICAL INTERACTION
Abstract
Purpose. The purpose of the article is to substantiate the psychological essence of professional reflection of a teacher in pedagogical interaction. With this in mind, the article analyzes the main approaches to the study of professional reflection of a teacher, which are based on the epistemological paradigm and proposes a model of teacher reflection that takes into account its ontological features in interaction with children.
Methods. To achieve this goal, general scientific methods of theoretical level were used: analysis, comparison, systematization and generalization of scientific-theoretical and empirical data.
Results. Professional reflection of the teacher ensures the teacher’s entry into a reflexive position during pedagogical interaction, stimulates the experience of his own subjectivity in the field of professional activity, determines the peculiarities of teacher management of pedagogical interaction. The reflexive position has value and instrumental components. The value aspects of the reflexive position are characterized by the rank of reflection. The article analyzes the main ranks of the reflexive position in accordance with the types of value attitude of the teacher to professional activities. Attitude to the profession as a means of life is inherent in the zero rank of professional reflection. The first rank is characterized by the teacher’s attitude to professional activity as a goal of his own being. The second rank of the reflexive position characterizes the attitude to the profession as a personal value. The instrumental component of the reflexive position is the pattern of reflexive processes. The pattern of reflexive processes covers the main spheres of professional activity of the teacher, ensures their integration and regulation, determines the teacher’s ability to take into account various aspects of the real situation of pedagogical interaction, to comprehend their mutual influence and interdependence. The areas of manifestation of reflexive processes are: their own cognitive structures and cognitive structures of students, which are connected with the subject and methodological means of educational and educational influence; cooperative aspects of pedagogical interaction with pupils; professional self-consciousness; existential and spiritual formations of the teacher’s personality.
Conclusions. The systematic approach allowed to reveal the ontological aspects of the teacher’s professional reflection. Reflection provides a teacher’s understanding of himself in relation to students. The results of this reflection determine the strategy and methods of teacher management of the development of students’ personalities in the educational process.
References
2. Барабанщиков В.А. Системный подход в структуре психологического познания. Методология и история психологии. 2007. Том 2. Вып 1. С. 86–99.
3. Джанерьян С.Т. Профессиональная Я-концепция и карьера личности. Психология личности / под. ред. П.Е. Ермакова, В.А. Лабунской. Москва : Эскмо, 2007. С. 405–441.
4. Желанова В. Мотивація, смислова сфера та професійна суб’єктність майбутнього педагога у контексті їх рефлексивної детермінації. Компетентно зорієнтована освіта: якісні виміри: монографія / редкол. : Хоружа Л.Л., Сисоєва С.О. Київ : Ун-т Б. Гринченка, 2015. С. 272–291.
5. Карпов А.В., Скитяева И.М. Психология метакогнитивных процессов. Москва : Изд-во « Институт психологии РАН», 2005. 352 с.
6. Лаптева О.И. Рефлексивное мышление педагогов: Учебно-методическое пособие. Омск : ООИПКРО, 2003. 117 с.
7. Лефевр В.А. Рефлексия. М. : Когито-Центр, 2003. 496 с.
8. Мирошник О.Г. Рефлексивні процеси вчителя в умовах спів-буття з учнями. Теорія і практика сучасної психології. 2019. Вип. № 2. С. 82–87.
9. Митина Л.М. Психология труда и профессионального развития учителя. Москва, 2004. 320 с.
10. Мышление учителя: личностные механизмы и понятийный аппарат / под ред. Ю.Н. Кулюткина, Г.С. Сухобской. Москва: Педагогика, 1990. 104 с.
11. Слободчиков В.И. Цукеман Г.А. Генезис рефлексивного сознания в младшем школьном возрасте. Вопросы психологии. 1990. № 3. С. 25–36.
12. Ткач Е.Н. Социальная рефлексия учителя как условие и средство его профессионального саморазвития : дис… канд. психол. Наук : 19.00.07. Москва, 2003. 168 с.
13. Шаров А.С. Онтология рефлексии: природа, функции и механизмы. Рефлексивные процессы и управление. 2005. Т. 5. № 1. С. 71–92.
14. Brown K.W. Ryan R.M. Fostering healthy self-regulation from within and without: a self-determination theory perspective. Positive Psychology in Practice. London: Wiley, 2004. P. 105–124.
15. Grant T.C. Preparing for reflective teaching. Boston, 1984. Р. 85.
16. Kirby P., Teddlie C. Development of the reflective teaching instrument. Journal of research & development in Education.1989. V 22. №4. Р. 45–50.
17. Van Manen M. Linking ways of knowing with ways of being practical. Curriculum Tnguiru. 1977. № 6. Р. 25.
18. Wildman J., Niles J. Reflective Teachers: Jensions between Abstractions & Realities. Journal of Teacher Education. 1987. V. 7. P. 18.
19. Zeichner K., Liston D. Varieties of discourse in supervisory conferences. Teaching & Teacher education. 1985. V. 1. P 36.
