Теорія та практика формування педагогічної рефлексії здобувачів вищої освіти соціономічного профілю у процесі іншомовної підготовки

Abstract

У дисертації обґрунтовано концепцію формування педагогічної рефлексії здобувачів вищої освіти соціономічного профілю у процесі іншомовної підготовки. З’ясовано сутність, конкретизовано структуру педагогічної рефлексії здобувачів вищої освіти соціономічного профілю та розроблено діагностичний інструментарій для визначення рівня її сформованості. Змодельовано та експериментально перевірено дієвість системи формування педагогічної рефлексії здобувачів вищої освіти соціономічного профілю у процесі іншомовної підготовки. Виокремлено й обґрунтовано організаційно-педагогічні умови, які сприяють ефективній реалізації запропонованої системи в освітній процес іншомовної підготовки здобувачів освіти соціономічного профілю. Розроблено навчально-методичне забезпечення системи формування педагогічної рефлексії здобувачів вищої освіти соціономічного профілю у процесі іншомовної підготовки.

The dissertation study theoretically substantiates and experimentally verifies the system for developing pedagogical reflection of higher education students of socionomic profile in the process of foreign language training. The essence of the phenomenon of reflection as a multidimensional formation, considered from philosophical, psychological and pedagogical positions and combining cognitive, communicative, cooperative and personal aspects, is revealed. The multifunctional nature of reflection, which is implemented through value-meaning, motivational-stimulating, regulatory and transformative functions, is determined. The content of the concept of "pedagogical reflection", which is interpreted as an integrative characteristic of the personality, covering the cognitive, emotional and activity components of self-knowledge and ensuring the integrity of professional development, is specified. The expediency of its formation for future socionomic specialists, whose professional activity is carried out in the context of interaction with people and involves consulting, support, facilitation and social support, is substantiated. The main characteristics of pedagogical reflection (depth, criticality, flexibility, tolerance, communicative plasticity, responsibility) and its mechanisms (reflective output, intentionality, categorization, schematization, objectification of experience) that ensure awareness, analysis and correction of professional activity are determined. An analysis of foreign language training of higher education students of socionomic profile in foreign practice is carried out, which is represented by individual-analytical (oriented to self-knowledge and comprehension of professional experience) and activity-game (aimed at modeling real situations of professional interaction) strategies. It is proven that their combination contributes to the development of reflective thinking, self-regulation and increasing the effectiveness of professional training. The regulatory and legal support for the training of higher education students of socionomic profile is analyzed, which confirms the presence of a complex of competencies related to the reflective, communicative, analytical and ethical components of professional activity. This highlights the need to integrate pedagogical reflection into the process of foreign language training as an important component of professional competence. According to the results of the empirical study, it has been established that the pedagogical reflection of practicing specialists in the social sphere is mainly fragmentary in nature and has an insufficient level of systematicity, which justifies the need to create a holistic system of its formation in the process of professional training. The structure of pedagogical reflection has identified components (motivational, content-activity, effective), criteria (motivational-semantic, cognitive-procedural, reflective-emotional) and indicators that allow assessing the dynamics of its development. The study has developed the author's concept of the formation of pedagogical reflection, which includes methodological, theoretical and technological concepts. The methodological concept is based on a combination of leading approaches (subject-activity, personal-activity, reflective-activity, communicative, competence, system, Gestalt approach) and relevant principles. The theoretical concept reveals the essence and structure of the process of forming pedagogical reflection, and the technological concept determines the stages, means and conditions of its implementation. The system for developing pedagogical reflection of higher education students of socionomic profile in the process of foreign language training, which has a block structure (methodological-target, content, operational-procedural and evaluation-result blocks), is substantiated and experimentally tested. The system was implemented in stages (reflective-evaluation, stage of activating personal meaning, activity) in the process of studying the discipline "Foreign Language (English)", as well as through the implementation of a complex of trainings and reflective practicum. The effectiveness of organizational and pedagogical conditions is proven, in particular the use of interactive technologies, the organization of dialogue interaction in a multi-subject educational environment and the creation of a reflective and developmental educational space. Forms (reflective discussion, polylogue, training, methodological workshop), methods (role-playing and expressive games) and innovative technologies (“team learning”, project technology, web quest, language portfolio, case method, tandem technology) are tested, which ensure the integration of theoretical and practical training, the development of communicative competence and reflective thinking. The results of the pedagogical experiment have confirmed the effectiveness of the developed system, which is manifested in the positive dynamics of the development of pedagogical reflection of higher education students of socionomic profile, an increase in their level of awareness, ability for self-analysis, self-regulation and professional self-development.