Structural and Functional Model of Professional Reflection Development in Teachers in the System of Methodical Work

Abstract

The article is dedicated to generalisation of information about development of professional reflection in teachers in the system of methodical work of a pedagogical college in the form of a model for its approbation. The purpose of the article is to analyse the contemporary literature on the research problem, experience of the real-world teachers, on the basis of which (the main goal) an effective relatively open model of professional reflection development in teachers of college or other higher education institutions should be built. Research methods: analysis of scientific and methodical literature; analysis of curricula and scientific-methodical support, method of system schematic structural-hierarchical modelling of professional reflection development in teachers in the system of methodical work. The article proves a hypothesis that on the basis of generally accepted principles in contemporary education theory and taking into account all didactic and psychological components of the educational process, it is possible to create a diagnostic and formative model of professional reflection development in teachers. A methodical centre of such a model is the author’s course on reflection development: “Development of professional reflection in the system of methodical work at a pedagogical college”. The model is of a framework type and it is relatively open, which allows to adjust it for the needs of a particular institution. The international significance of the article lies in the possibility of a framework application of the developed model of professional reflection in countries with transitional state of education system (developing countries).