Pedagogical reflection as a professional competence in conditions of lifelong pedagogical education

Abstract

In the article, pedagogical reflection is considered as a professional competence, its essence, stages and mechanisms for reflexing pedagogical activity are presented. The reflection phenomenon is revealed in an integrative context, the specifics of its revealing in the professional experience of the teacher is described. The role of reflexive thinking in professional pedagogical activity is justified. The conditions for the development of professional reflection of the teacher were highlighted. The most important among them are: updating the teacher’s reflexivity; specially organized reflexive activity of the teacher; the presence of a reflexive environment; enhancing the interpersonal relationships of participants in reflexive activities; development of professional reflection using educational programs. The model of personal reflexive support of the specialist is analyzed and necessity of its application is justified. The main goal of reflexive support for the development of the teacher’s personality should be the creation of favorable conditions for the formation of a mature professional identity. Continuing pedagogical education represents the constant creative development and improvement of each person throughout life by means of the interaction of all the knowledge obtained at different life stages and stages of learning.