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Bekhoeva A.A. (2017). Designing a program for developing professional teacher-training reflection of future teachers on the basis of a reflexive activity approach. National Psychological Journal. 1, 56-63.

Abstract

The paper describes the experience of designing a program for developing professional teacher-training reflection and its practical approbation.

The main trends of the study of professional teacher-training reflection in Russian psychological pedagogical science are described, the approaches to the description of methods and techniques that contribute to the development of professional teacher-training reflection in students are disclosed, and the conditions for its development are listed on the basis of literary data. Based on the review of the available research, it is necessary to search for a theoretical and methodological foundations for designing the development of professional teacher-training reflection in future teachers. The author proposes a reflexive activity approach. The program developed on the basis of this approach assumes a change in modeling classes on the main subjects of the psychological and pedagogical cycle, and on the other hand, the introduction of an innovative educational complex aimed at consolidating the competences received. The complex received the title of «Fundamentals of Personality-Oriented Learning». The paper describes the technology of modeling training sessions and the principles of building an educational complex.

Approbation of the program was held on the basis of Khetagurov North Ossetian State University. The control and experimental group included third and fourth year university students (N= 342). A diagnostic tool was developed to assess the levels of reflection, reflexive abilities and self-esteem. Analysing experimental work has shown that the students of the experimental group have a significant increase in the level of each of the reflection components, which confirms the effectiveness of the proposed approach to the development of professional teacher-training reflection of future teachers.

Received: 07/27/2016
Accepted: 11/12/2016
Pages: 56-63
DOI: 10.11621/npj.2017.0107

Sections: Psychology of professional activity;

PDF:

Keywords: professional reflection; teacher-training education; self-knowledge; training classes;

Available Online 30.03.2017

Table 1 Level of professional teacher-training reflection (the initial stage of experimental work), per cent.

Control Group

Experimental Group

Low Level

Average Level

High Level

Low Level

Average Level

High Level

78

22

0

71

29

0

Table 2 Level of professional teacher-training reflection (the final stage of experimental work), per cent.

Control Group

Experimental Group

High Level

Low Level

High Level

Low Level

High Level

Low Level

15,5

62,5

22

10,5

50,5

39

Table 3. Self-esteem (the initial stage of experimental work), per cent.

Control Group

Experimental Group

Low Self-Esteem

Adequate Self-Esteem

High Self-Esteem

Low Self-Esteem

Adequate Self-Esteem

High Self-Esteem

43%

23%

34%

38%

25%

37%

Table 4. Self-esteem (the final stage of experimental work), per cent.

Control Group

Experimental Group

Low Self-Esteem

Adequate Self-Esteem

Low Self-Esteem

Adequate Self-Esteem

Low Self-Esteem

Adequate Self-Esteem

35%

39%

26%

22%

59%

19%

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For citing this article:

Bekhoeva A.A. (2017). Designing a program for developing professional teacher-training reflection of future teachers on the basis of a reflexive activity approach. National Psychological Journal. 1, 56-63.

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