EMPIRICAL RESEARCH OF THE STRUCTURE OF PROFESSIONAL REFLECTION OF TEACHERS

The article deals with objective and subjective conditions that determine the professional development of teachers in general and the development of their professional reflection in particular, which are related to the real system of professional training of students at higher school. To their number there were included: psychological orientation of professional training; the content of the educational process in higher educational institutions; unity and interrelation of theoretical and practical aspects of professional training of students at higher school. Subjective conditions that influence the development of professional reflection of future teachers of a foreign language were such as: professional orientation of the person in his/her future activity; the development of intellectual abilities; students’ activity in their professional development and mastering of professional reflection. The authors of the article identified four levels of professional selfdetermination of the first-year students who studied at higher school: 1) a high level of professional self-determination is the manifestation of a multi-component

According to these, the study of the conditions and means of the development of the professional reflection of future specialists, the development of methods for teachers' purposeful development become especially relevant.
We consider pedagogical activity a reflective process by its nature. If we consider the pedagogical process in the context of "the subject-subjective paradigm" [1; 2], the effect of teachers' influence on students is greatly enhanced by reflexive processes. In such a way we consider reflexive management as the main, central process of the pedagogical activity. The regulatory function of reflection, its influence on the relationship between the teacher and the students and the style of pedagogical activity were studied by us as a type of reflection that is characterized in pedagogical activity and communication as a socially perceptual reflection, under which we understand rethinking, checking our own ideas about the development of children's person. The disorientation of social-perceptual reflection we mean as a cause of destructive relations in the system of "a teachera student".
That's why reflection is considered by us as a professionally important quality of the person, which forms the basis for the formation of the socialperceptual and communicative skills of a teacher. Also reflection determines the level of his/her professional self-consciousness. In order to develop a pedagogical reflection we consider reflection as a psychological mechanism of professional self-knowledge of students at the process of studying at the pedagogical university. So, it was investigated how the topic of professional growth and reflection was relevant for teachers, according to that point of view that their professionalism included important qualities were fallen into the space of actual or potential reflection. At the beginning of our experiment, we considered it was necessary to conduct a micro-study of teachers' judgments about the role of reflection in their professional activity. In order to obtain a more objective assessment of knowledge, we took into account not only the data on the questionnaire, but also the results of our interview, which included a number of questions aimed at clarifying the necessary information (table 1). Table 1 Results of teachers' judgments about the role of reflection in their professional activity No.

Answers (%)
The teachers, who work at universities not more than 1 year The teachers, who work at universities not more than 5 years The teachers who work at universities not more than 10 years The teachers, who work at universities more than 10 years  • psychological orientation of professional training; • the content of the educational process in higher educational institutions; • unity and interrelation of theoretical and practical aspects of professional training of students at higher school. • professional orientation of the person in his/her future activity; • the development of intellectual abilities; • students' activity in their professional development and mastering of professional reflection.

Very low level of professional self-determinationmanifestation of
uncertain attitude to the profession, self-restraint from it; motives and goals of entering higher educational institutions can be regarded as emotionally cognitiveorientated ("just interesting", "may be like", "try"). These students formed a group of "professionally non-oriented" ones.
We identified the professional self-determination of the students using the questionnaire proposed by us (table 2). The data in Table 2 show that 13,25% of the students of group E1, 18,94% -E2, 15,65% -K1, 17,37% -K2, who entered the higher educational institution at the faculty of foreign philology, were well oriented in the sphere of pedagogical profession and the process of mastering it, that is, they have demonstrated a high level of professional self-determination. The average (potential) level of professional self-determination have 24,16% of students in group E1, 29,38% -E2, 13,17% -K1, 21,19% -K2.
The professional choice of these students is conscious and motivated, personal qualities have the basic requirements of the profession "man -man". On this basis, we assumed that these students had a positive reflexive experience, which was also confirmed at the stage of molding experiment: these students were distinguished by clearly expressed need for self-change and associated activity, as well as the dynamics of their positive personal changes. Unfortunately, the results of students of experimental and control groups with a low and very low level of professional self-determination are relatively high: 62,59% of students E1, 51,68%of E2, 71,18%of K1, 61,44%of K2.
The presentations of these students about their personal qualities in the context of