Professional functions of modern trainers have long expanded from a simple function of training athletes to compete to the performance of the numerous roles of leader, organizer, psychologist, which are based on the ability of a coach to improve their professional skills and personal qualities.
With the increasing popularity of sports, the means and conditions of sports training, the requirements to the quality of work and mastery of the main subjects of sports are increasing. The demand for a coach as a key figure in the education of successful athletes rises.
The paper analyzes the research of criteria and factors of sports coach efficiency; the features of reflexive processes as one of the most effective ways of coach’s professional development.
The correlation analysis performed in the work showed a significant connection between professional success and the reflexivity of trainers, which in general is correspondent with the results of similar studies performed in a number of other research fields. In the work there was no confirmation of the regular viewpoint in psychological studies of the relationship between the success of activity and the personality’s internality, which induced a number of new assumptions about the nature of the interaction of successful coaches with their pupils, leadership style, and personality traits.
The results of the study as a whole cause additional questions about individual psychological characteristics of respondents and allow to identify further research.
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.
Shaping professional reflection of future teachers is of particular importance in the context of the modernization of the Russian education. However, despite the deep reflection of a problem in Russian pedagogical science the characteristics of development levels of pedagogical reflection among future teacher remains largely fragmented.
The paper deals with professional and pedagogical reflection as a process of perceiving essential features of educational process by a teacher, summarizes the main theoretical and methodological approaches to this issue. The research is aimed to identify and describe levels of professional and pedagogical reflection among students. The research is divided in several stages: the stage of theoretical allocation of substantial components of professional pedagogical reflection, the stage of selecting proper research tools, ascertaining stage, and concluding stage. The conceptual basis of the research is to identify the main components that determine the following features of professional and pedagogical reflection: motivational, creative, emotional volitional, communicative, monitoring and evaluative.
Based on the empirical results the levels of professional and pedagogical reflection of the students of the teacher-training specialties are identified. The first level is characterized by weak professional reflection and undifferentiated consciousness, self-awareness and self-esteem in the normal course of activities, the second level is associated with certain reflective activity and organization and is characterized by steady demand for professional and personal self-improvement. The indicator of the third level is high development of all components of professional reflection.