MONITORING THE FORMATION OF PEDAGOGICAL REFLECTION AMONG SOCIONOMIC HIGHER EDUCATION STUDENTS

Abstract

The article considers the problem of monitoring the formation of pedagogical reflection among socionomic higher education students in the context of modern requirements for the quality of professional training of future specialists in the social sphere. The relevance of the study is due to the increasing role of reflective skills in professions of the “person – person” type, which involve high responsibility, emotional involvement, the ability to consciously analyze own activities and make professionally balanced decisions. Pedagogical reflection is considered as an integrative personal and professional characteristic that ensures professional maturity, self-regulation and readiness for continuous self-development.
The study substantiates the feasibility of systematic monitoring of pedagogical reflection, which includes motivational, content-activity and productive components. The diagnostics was carried out on the basis of systemic, activity and personality-oriented approaches, which made it possible to comprehensively assess both the internal prerequisites of reflective activity and the real manifestations of reflective skills in the educational and professionally oriented activities of higher education students. A set of complementary methods was used to collect empirical data, including questionnaires, test tasks, practical cases and self-assessment methods. The monitoring results showed the prevalence of low and medium levels of formation of pedagogical reflection, fragmented knowledge about its essence, instability of motivation for reflective activity, limited ability for systemic self-analysis and self-regulation. The dominance of external determination in explaining own professional successes and difficulties, instability of self-esteem and contradictory emotional attitude towards oneself as future specialists were revealed. It was concluded that systematic monitoring of the formation of pedagogical reflection is an important condition for improving the quality of professional training of socionomic higher education students and the basis for the purposeful organization of the formative stage of research.