Empirical research of the structure of professional reflection of teachers

Keywords: professional reflection, professional development, professional training, professional self-determination, professionally relevant qualities, mastering of professional reflection, professional motive

Abstract

Background. The current social situation in Ukraine demands the researches of 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.

Objective – to analyze the reflection as one of the psychological mechanisms of self-control, which, in turn, ensures the personal growth of a future teacher.

Materials and methods. There were analyzed the results which had been obtained for the component «experience of reflection» of teachers (128 teachers of Rivne State University of the Humanities were participated in the empirical part of the research. The research lasted during 2017). Methods of the research – analytical, empirical, statistical.

Results. The authors of the article identified four levels of professional self-determination 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 professional motive; the presence of a clear idea of the image of a teacher with a lot of professionally relevant qualities; the development of objective self-esteem, active and positive attitude to the profession and the purpose of studying at a higher school – at last to become a professional teacher. Students with a high level of professional self-determination formed a group of «well-professionally oriented» students: 2) middle (potential) level of professional self-determination – the manifestation of two-component professional motive (stable desire to become a teacher, the ability to work with people); the development of active and positive attitude towards the profession and the purpose of studying at a higher educational institution to become a teacher of a foreign language. Students with a potential level of self-determination were classified as «professionally oriented»; 3) low level of professional self-determination – the manifestation of one-component professional motive (the desire to become a teacher), which in its content – amorphous, unstable, because in its basis – only the emotional attitude to the profession («like – do not like»); the perception of the pedagogical profession is superficial, fragmented, and, as a result, passive-positive attitude to the profession and objectives of studying at a higher educational establishment. Students with a low level of self-determination made up a group of «weakly professionally oriented»; 4) very low level of professional self-determination – manifestation of uncertain attitude to the profession, self-restraint from it; motives and goals of entering higher educational institutions can be regarded as emotionally cognitive-orientated («just interesting», «may be like», «try»). These students formed a group of «professionally non-oriented» ones.

Conclusions. 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.

References

1. Ball, G. A., & Burgin, M. S. (1994). Analiz psihologicheskogo vozdejstvija i ego pedagogicheskoe znachenie [The analysis of psychological impact and its pedagogical significance]. Voprosy psychologii, 4, 56–66. (In Russian).
2. Kovaljov, G. A. (1987). Tri paradigmy v psihologii – tri strategii psihologicheskogo vlijanija [Three paradigms in psychology – three strategies of psychological impact]. Voprosy psychologii, 3, 41–49. (In Russian).
3. Kulyutkin, Yu. N. (1989). Refleksivnaja reguljacija kognitivnyh dejstvij. [Reflexive regulation of cogitative actions]. In O. K. Tihomirova (Ed.), Psihologicheskoe issledovanie intellectual’noj dejatel’nosti [Psychological research of intellectual activity] (pp. 22–28). Мoscow: MGU Publishing House (In Russian).
Published
2018-06-14
How to Cite
Tabachnikov, S. I., Mykhalchuk, N. O., & Kharchenko, Y. M. (2018). Empirical research of the structure of professional reflection of teachers. Archives of Psychiatry, 24(2), 111-115. https://doi.org/10.37822/2410-7484.2018.24.2.111-115

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