Open AccessDiagnostics of the development of reflection of future educational psychologists
Author(s) -
K. Kaziyev,
V. M. Volynkin,
V.S. Turegalieva,
Sh.N. Bissenova
Publication year - 2020
Publication title -
l.n. gumilev atyndaġy euraziâ u̇lttyk̦ universitetìnìn̦ habaršysy. pedagogika, psihologiâ, a̋leumettanu seriâsy
Language(s) - English
Resource type - Journals
eISSN - 2663-2497
pISSN - 2616-6895
DOI - 10.32523/2616-6895-2020-132-3-75-82
Subject(s) - introspection , reflection (computer programming) , process (computing) , professional development , psychology , engineering ethics , personal development , subject (documents) , cognition , mathematics education , pedagogy , computer science , cognitive psychology , engineering , neuroscience , library science , psychotherapist , programming language , operating system
Modern innovative teaching technologies are guided by the reflective processes of the subject. In the process of professional training, a person is formed as a professional, which becomes possible only taking into account personal factors, which subsequently determine the development of professional reflection. Reflection is defined as a necessary part of a cognitive procedure and an important characteristic of an individual. The development of reflection in future teachers-psychologists is one of the urgent problems in the modern educational process. This article presents an analysis of the results of a stating experiment on the development of reflection in future teachers-psychologists to identify their ability to analyze and introspection, professional and personal self-development. To achieve the goals of the desired problem, we have identified the applicable methodologies that allow us to determine the levels of reflection development in future teachers-psychologists by components. The methods given by us in the article allow us to further develop an educational and methodological complex for the development of reflection in future teachers-psychologists.