TAXONOMY OF TYPES OF TEACHER’S PROFESSIONAL REFLECTION: INTERDISCIPLINARY CONTEXT

Анотація

The article presents the importance of professional reflection as an important teacher’s professional skill
according to the position that reflexive processes virtually permeate teacher’s professional activity which requires
high level of reflection of self-knowledge and responsibility for another person.
It is found that future teacher’s professional reflection is the synthesis of reflective thinking, reflective activities
and reflective consciousness aimed at self-analysis, self-awareness, self-perception, own and common activities
and perception in “the eyes of others” according to the context of future professional activities throughout
its various aspects.
It is proved that the following taxonomy of types of teacher’s professional reflection which includes their
classification according to their implementation, to the aspects of educational activities, to the focus, time
orientation and teacher’s functional positions, is an interdisciplinary synthesis of philosophical and psychological
interpretation of the implementation fields of reflection (activity, thinking, self-awareness, self-regulation,
communication and cooperation), its functions, the essence of reflection as the unique person’s quality (reflexivity),
the state of awareness of anything (reflection), the process of representation of own content in person’s mind
(reflection).
14 Педагогічна освіта: теорія і практика. Психологія. Педагогіка
Based on the idea of activity-oriented approach to the study of this phenomenon, the author substantiates
the approaches to the understanding of the concept of “professional reflection”, in particular, aspect-activity
approach to educational reflection. From this perspective, it is defined teacher’s professional reflection as
an activity aimed at analysis and awareness of their personal qualities, at understanding how it is perceived
by the other people; on self-regulation and adjustment of own activity and student’s personality, as well as the
development of educational technology of future professional career.
The author notes the diversity of the phenomenon of pedagogical reflection, which is reflected in its numerous
typologies: personal, interpersonal, object-functional, and methodological types of pedagogical reflection.
It is emphasized that taking into account the complexity, multidimensionality and dynamism of the considered
phenomenon, it is undoubtedly necessary its further scientific exploration in the format of acmeology to determine
the acme- route of development of teacher’s professional reflection as the whole as well as its separate types.