CRITERIONAL CHARACTERISTICS OF FORMING FUTURE INFORMATICS TEACHERS’ REFLEXIVE COMPETENCE
Keywords:
reflexive competence, reflection, pedagogical activityAbstract
The criteria and levels of forming future technology teachers’ reflexive competence are substantiated in the article. The authors propose to use a set of original diagnostic techniques in order to determine reflexive competence, which will help to identify the level of forming a future technology teacher’s skills. The following indicators of forming reflexive competence were distinguished: conscious organization of one’s own activity; ability to select and systematize educational content; adequately assess themselves in the process of activity; ability to draw conclusions after implementing pedagogical activity; see prospects and develop a plan for further pedagogical activity. The criteria were also developed and the levels of forming future technology teachers’ reflexive competence in the process of their education in higher educational institutions were characterized. The following indicators of the formation of reflexive competence were identified: conscious organization of own activity; ability to select and systematize educational material; adequately assess themselves in the process of activity; ability to draw conclusions after the implementation of pedagogical activities; see prospects and develop a plan for further pedagogical activities. Experimental studies have shown that in traditional conditions, the reflexive competence of future technology teachers is mostly low or sufficient. The lack of confirmation of the independent formation of reflexive competence leads to the need for purposeful implementation of a set of measures. There are several pedagogical conditions, compliance with which contribute to the adequate assessment of students’ own pedagogical activities: 1. Creating problem situations during classes and game modeling. 2. Participation of students in methodical seminars and group reflection workshops that help to create group reflection through the involvement of each individual in a role or business game. 3. Observation and exchange of pedagogical experience in research circles and discussion clubs.
The purpose of the paper is to substantiate the essence of future technology teachers’ reflexive competence according to their professional activity and to develop criteria and levels of forming future technology teachers’ reflexive competence.
The research methodology includes general psychological concepts of an individual’s life path, provisions on the relationship and interrelation of natural and social factors of personality’s development and their own activity, studying psychological mechanisms of self-regulation of behavior. The scientific novelty is in the primary substantiation of pedagogical conditions of forming
future technology teachers’ reflexive competence. The criteria, indicators and levels of forming future technology teachers’ reflexive competence were developed for the first time.
Conclusions. The criteria, indicators and levels of forming future technology teachers’ reflexive competence were developed.
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