THE ROLE OF PEDAGOGICAL REFLECTION IN THE PROCESS OF UNIVERSITY STUDENTS' PROFESSIONAL TRAINING

The research demonstrates the results of the study of future teachers' pedagogical reflection. The relevance of the studies is explained due to the fact that the present-day future teachers as a subject of professional activity, the development of their professional consciousness, the upbringing of a spiritually-moral personality are determined as key targets of modern pedagogical education. Pedagogical reflection creates real opportunities for awareness and evaluation of all aspects of professional activity and personality from the standpoint of their effectiveness and determining the ways for further professional development of the individual. Pedagogical reflection is understood as a psychological mechanism for the development of the individual's professional consciousness, which is a system of perceived relationships of the individual to his professional activity, to himself as well as to other people. The studies reveal the role of pedagogical reflection, its structure and unique features of its components. Moreover, the results of the empirical research of the role of pedagogical reflection in the development of professional consciousness and the formation of the future teacher's subjectivity are presented. Besides, the paper also covers such essential problems as the level of reflexivity, the subjectivity of the future teacher and the ability to reflect; the peculiarities of student's personal self-conception, the degree of self-understanding and the ability to act in various life situations, the level of university students' intellectual development. The received and analyzed data show that the level of reflexivity and awareness of professional activity, the degree of its satisfaction are dynamically interrelated and permanently present in the professional consciousness of the future teacher. In the process of the research, a connection between pedagogical reflection and other psychological mechanisms was found that ensure the development of professional and pedagogical consciousness (pedagogical attitude, goal setting, professional self-esteem and professional adaptation). Finally, with the help of correlation analysis, a measure of the influence of pedagogical reflection on the parameters of the pedagogical setting, goal setting, professional self-assessment and professional adaptation was determined