Reflexive Learning and Problems of Self-Improvement of a University Teacher

Abstract

Introduction. The purpose of the study is to comprehend the place of reflective learning in the context of self-improvement of a university teacher. Research method are theoretical analysis of the problems of reflective learning in the context of self-improvement of a university teacher. Results. Reflective practice is a process that facilitates, intensifies and enhances teaching and learning. It allows developing understanding of teachers and other subjects of education and plays a central role in the professional development of university teachers. When educators in an innovation-oriented university conduct systematic reflective (self-)examination of themselves, they understand themselves, their practice, and their students better and more fully. By constantly examining their own actions, ideas and experiences, they grow professionally, personally and socially. He also creates conditions for his students: he helps them develop their understanding and their reflective practices in the situation of the study sessions. Discussion and Conclusion. The analysis of these areas can be an important step towards creating an integrative model of reflexive processes in education, as well as a step towards comprehending the sources and conditions for self-improvement of teachers.