Ability to Reflect as the Basis of the Professional Development of a Teacher

Abstract

In the article, the author analyzed the pedagogical views of classical teachers, modern scientists and normative documents of Ukrainian education. In which the problem of developing the teacher's ability to reflect is relevant. An interdisciplinary study of the problem was carried out, which is investigated from the standpoint of philosophy, psychology, and pedagogy. An analysis of the concept’s "reflection", "ability to reflect" was carried out. It was found that the ability to reflect is the ability to carry out self-analysis and self-evaluation in the process of professional activity, the ability to determine the ways of self-development, the ability to predict prospects and the ability to regulate professional activity. The structural components of a teacher's reflection are: the teacher's ability to analyze and introspect his own professional activity; the teacher's ability to self-assess the results of pedagogical activity; ability to self-knowledge; readiness of the teacher for self-education, self-development. In order to identify the level of teachers' ability to reflect, we conducted a survey. For its effective implementation, a diagnostic toolkit was developed, which includes: criteria, indicators, levels (low, average, sufficient and high) and selected methods: "Diagnostics of teacher reflection", "Teacher's ability to self-develop". The participants of the experiment were primary school teachers. The sample consisted of 107 people, including 48 with up to 5 years of teaching experience, and 59 teachers with more than 5 years of teaching experience. The analysis of the obtained data proved that the level of teachers' ability to reflect is high and sufficient. But the results indicate the presence of teachers with a low and average level of this phenomenon. To improve the level of teachers' ability to reflect, the author suggests improving the system of teacher education. To supplement the content, forms, and methods that will contribute to the development of teachers' reflection. The conclusions summarize that a teacher's ability to reflect is an important professional and personal education. It consists in the ability to analyze one's own professional activity, the ability to self-develop. Prospects for further research are outlined: development of a system for the development of pedagogical reflection and experimental verification of its effectiveness.