PEDAGOGICAL REFLECTION IN THE TRAINING OF FUTURE TEACHERS AT THE UNIVERSITY

Abstract

The article examines the features of pedagogical reflection forming process among future teachers during their university studies. The article analyzes the problems of increasing the requirements for the personal and professional qualities of a teacher, increasing his social value and self-worth, due to the radical modernization and fundamental transformations of the pedagogical education system in Kyrgyzstan. It talks about the importance in the university educational process of students' transition from the position of the consumer of information to the position of the creator of their knowledge and themselves, to the development of personal characteristics, the reflection of the results of their teaching activities. The article substantiates the correctness of this approach to ensuring the systematic updating of higher pedagogical education, from the point of view of which the professional activity of each teacher should be adapted to these changes, and the teacher should have the formed ability to understand himself and his environment, be ready for constant self-education to improve the effectiveness of his daily practical activities. In this regard, it is assumed that a necessary component in the structure of pedagogical activity is reflection as a teacher's cognition and analysis of the phenomena of his own consciousness and activity. This assumption is based on the fact that pedagogical activity is inherently reflexive, since when organizing student activities, the teacher is obliged to evaluate himself and the correctness of his actions from the perspective of his students, necessarily take into account their views, see their inner world and emotional state. Based on the above, it is concluded that a particularly significant professional quality of a teacher is his willingness and ability to reflect.