Формування рефлексивної особистості вчителів гуманітарних спеціальностей у педагогічному вимірі К. Д. Ушинського: післядипломна освіта

Abstract

У статті висвітлено погляди К. Д. Ушинського щодо взаємовпливу особистості вчителя на учнів та особистість учителя: підготовку майбутніх учителів у взаємозв’язку педагогічної теорії і практики, формування у них «педагогічної майстерності», яка б дозволяла здійснювати ефективні впливи на особистість учнів. The article deals with the problem of forming teacher`s reflective personality in the course of humanitarian specialties according to pedagogical dimension of K. D. Ushinsky: postgraduate studies. We find origins of forming teacher`s reflective personality in our country in the first half of XX century when scientific theory of reflexology was created which influenced pedagogical science and practice. The object of reflexology was the study of the child`s personality in the spectrum of his / her attitudes to surrounding people who outrun his / her actions and conduct. We consider reflexology as mechanism of subject`s sympathetic understanding why he (or she) impresses a company. We designate reflexology as a process of subject`s two-way mirrorlike interrelationship. Its content is reflection, copying behavioral peculiarities (patterns, speech, ect.) of each other. Pedagogical reflexology is known as a capability to evaluate the way pupils and their parents (or colleagues) and other people treat a teacher in a deffered way within the process of pedagogic communication. Nowadays at the universities little attention is paid to training future teachers in pedagogic self-reflection. The backgrounds of pedagogical self-reflection are described in pedagogical heritage of K. D. Ushinsky: training a future pedagogue-teacher as a pedagogue-tutor; opening pedagogical faculties at universities, colleges; training teachers to build pupils’ character; taking into account other people’s opinion.