ASPECTS OF THE REFLECTIVE TEACHING MODEL IN PROFESSIONAL PREPARATION OF TEACHERS-PSYCHOLOGISTS

TitleASPECTS OF THE REFLECTIVE TEACHING MODEL IN PROFESSIONAL PREPARATION OF TEACHERS-PSYCHOLOGISTS
Publication TypeJournal Article
Year of Publication2009
AuthorsBarysheva, T
JournalProblems of Education in the 21st Century
Volume18
Start Page161-166
Date PublishedDecember/2009
Type of ArticleOriginal article
ISSN1822-7864
Other NumbersICID: 901238
Keywordsmetareflective position, processes of self-comprehension, reflective model of training
Abstract

In the paper the actual problem of modern professional education are examined. For the present stage of professional education some approaches to development of metacognitive, reflexive aspects of teacher's professional mentality are offered.
The main goal of professional education is development of professional mentality of students. Many researchers note a wide range of desirable qualities that should be developed at the undergraduate level of educational programs for successful future work in educational sphere. These qualities with an emphasis on the student’s personality and professional development should be achieved through the process of self-development and self-planning. Teacher's activity demands high level of reflexive habits. But my diagnostic research of reflexivity has shown their low level of development at students- psychologists.
Development of metacognitive, reflexive aspects of professional mentality is important problem of modern professional education of the teachers- psychologists. The preparation of psychologists also includes their acquaintance to methodical problems of teaching activity, training to skills of teaching. Teaching practice in psychology is directed to the development of a set of methods and techniques of didactic work. The concept of reflection is an important system-building attribute of these processes. The structure of teaching practice consists of several modules with specific problems. Each module comes to the end with the analysis of performance by the student of corresponding teaching function. The analysis of performance is carried out by probationers of teaching function by the special criteria. Activation of a valuable metareflective position can be considered as the precondition of student's methodical skill.
In this article different techniques and procedures which contribute to intensive development of students’ reflexive position are shown. The reflective model of training is focused on the professional growth and on the actualization of personal potential of the student. After studies in sequential strategy of directed reflection the output

URLhttp://journals.indexcopernicus.com/abstract.php?icid=901238
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