REFLEXIVE COMPETENCE OF FUTURE TEACHERS OF RUSSIAN AS A COMPONENT OF PROFESSIONAL TEACHER TRAINING
Keywords:
reflective competence, Russian language teacher, professional training, pedagogical reflection, self-analysis, professional development, competency-based approach, reflective practice, metacognitive strategies, critical thinking, individual reflection, collective reflection.Abstract
The article examines the reflective competence of future Russian language teachers as a key component of their professional training. The relevance of the study is determined by the need to train teachers capable of critically reflecting on their own activities in the context of dynamic changes in the educational environment. The aim of the work is to provide a theoretical justification of the structure and content of reflective competence in relation to the specifics of teaching the Russian language. The study employs methods of theoretical analysis, systematization of scientific data, and pedagogical modeling. The methodological foundations of reflective competence are revealed, based on cultural-historical theory, competency-based, and personality-activity approaches. The component structure of reflective competence is presented, including motivational-value, cognitive, operational-activity, and personal components. Particular attention is paid to the relationship between individual and collective reflection in the process of a teacher’s professional development. The necessity of systematic formation of reflective competence throughout the entire period of study in pedagogical higher education is substantiated. Directions for further research are proposed, related to the development of diagnostic tools for assessing the level of reflective competence in future Russian language teachers.
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