Высшее образование в России (Dec 2023)
The influence of pedagogical reflection on design educational and professional plans of future teachers.
Abstract
The article analyzes the level of formation of pedagogical reflection among graduates studying the pedagogical specialties, and also generalizes the nature of the influence of pedagogical reflection on the educational and professional plans of future teachers after receiving a diploma. In the study, the author considers pedagogical reflection as a prestart state of a specialist, embodied in meta-competence, which allows one to assess one’s professional knowledge and skills as sufficient or insufficient to work in the acquired specialty.As a part of the study, a vision of the nature and structure of the phenomenon of pedagogical reflection founded on a competency-based approach was formed. The algorithm was proposed for assessing the level of formation of pedagogical reflection among graduates based on the use of factor analysis. The algorithm was tested on data from a questionnaire survey conducted in 2023 by the Voluntary Research Center of the Russian Academy of Sciences (RAS) among graduates studying to become teachers in the Vologda region. As a result of testing, it was revealed that after receiving a diploma, graduates with critical reflection more often than others want to connect their lives with work at school and see the future of their children in the teaching profession. Graduates with moderate and weak reflection are less likely to design appropriate plans. In the course of further generalization, a procedural model of the influence of pedagogical reflection on the professional development of a university graduate was developed.The scientific novelty of the study lies in the new perspective of posing the question of pedagogical reflection as a factor in educational and professional choice; the author’s methodology for summarizing the level of formation of professional reflection within the framework of factor analysis; a conceptual model that describes the influence of reflection on the professional development of a graduate, focusing on “soft” mechanisms that can be used to solve personnel problems in the education system. The article proposes a set of approaches to solving the problems of training reflective teachers, which can be introduced into management practice.
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