Psychological and Pedagogical Conditions and Means of Development of Professional Reflection of Teachers in the System of Methodical Work

The article considers general psychological and methodical patterns of mathematics teachers’ professional reflection in the system of methodical work. It proves the hypothesis that one can model and implement specific psychological and pedagogical conditions, thus promoting the development of professional reflection. Besides, the article shows that the specified pedagogical conditions for the successful development of professional reflection of teachers of mathematical disciplines in the system of methodical work are: ensuring awareness of the teacher of mathematical disciplines of the content, structure and means of development of professional reflection; formation of an objective self-assessment of the personality and own professional activity of teachers of mathematical disciplines; introduction of individual and group means of development of professional reflection in the system of methodical work of pedagogical college; creation of a reflective environment in the system of methodical work of a pedagogical institution. Psychological and pedagogical means for the development of professional reflection of teachers of mathematical disciplines in the system of methodological work of a pedagogical college are: means of individual reflection (repetition technique, counselling, individual reflection games, solving reflective problems, keeping a reflection diary); collective means of developing professional reflection of the teacher (reflective debates, reflex interviews, reflective classes, consultation, tutorial, group reflection games, development of programs for monitoring their (or colleagues) actions in professionally significant situations with subsequent analysis of the received materials, training on the development of professional pedagogical reflection); introduction of a special training course "Development of professional reflection of teachers of mathematical disciplines in the system of methodical work of the pedagogical college".</em

Blended Learning as a Means of Forming Mathematical Competence of Future Teachers of the new Ukrainian School: Neuropedagogical Aspects

The strategy of education modernization at the present stage, the creation of a new information enlightening space, the use of global network technologies at all levels of education have led to the requirement to increase the level of methodological training of teachers who are ready to use new information technology in their professional activities. The necessity to involve advanced pedagogical technologies that form the student's network culture in the training of specialists in the educational institutions becomes topical. One of such technologies is the technology of blended learning, which combines online learning with face-to-face learning, integrating traditional forms with electronic technologies as an achpekt of neuro-pedagogical education. In particular, the concept of blended learning in the context of formation of mathematical competence is clarified and considered as an optimal environment for the development of competence of cooperation and interaction of future teachers in group projects in the conditions of neuropedagogical aspect. </p

The Concept of Professional Reflection in Ukrainian Psycho-Pedagogical Literature: Regard or Disregard for Neurophysiological Factors?

The article analyzes the problem of developing professional reflection in Ukrainian and foreign psycho-pedagogical literature. It shows that such definitions as “reflection”, “professional reflection” and “teacher’s professional reflection” are interconnected in the context of general, special and specific features. A detailed review of current neurocognitive approaches has made it possible to determine the main aspects of biological mechanisms of reflection. One can see that Ukrainian psycho-pedagogical discourse does not consider neurophysiological aspects of shaping and developing professional reflection. Given the views of Ukrainian researchers on the matter, teacher’s professional reflection is seen as the correlation of their capabilities with the requirements of the teaching profession; a set of internal conditions for reaching a new level of professional performance; a certain technology of objective analysis and organization of one’s experience, as well as understanding and use of others’ experience. Together, they determine a values-based attitude towards the teaching profession. However, Ukrainian methodology employs diagnostic tools which partially rely on the lateral features of the actors in the educational process and, thus, neuroscientific insights.</p

The Purposeful Development of Professional Reflection of Teachers of Mathematical Disciplines In the Process of the Methodological Work of Pedagogical College

У статті автор представляє та характеризує програму навчального курсу «Розвиток професійної рефлексії викладачів», розроблену на основі узагальнення та структурування отриманих теоретичних даних та власного емпіричного досвіду. У програмі враховано тенденції неперервної освіти, освіти дорослих, корпоративного навчання в процесі методичної роботи педагогічного коледжу, цілеспрямованого (на противагу стихійному) розвитку професійної рефлексії викладачів. Перспективою уявляється добір та інструменталізація педагогічних умов і засобів, що сприяють підвищенню ефективності процесу розвитку професійної рефлексії викладачів математичних дисциплін у процесі методичної роботи педагогічного коледжу.On the basis of generalization and structuring of the obtained theoretical data and own empirical experience concerning the development of professional reflection of teachers of mathematical disciplines in the conditions of methodological work of pedagogical college, the author developed the program of training course "The Development of Professional Reflection of Teachers", which is presented in the article. The training course "The Development of Professional Reflection of Teachers" was developed for teachers of natural and mathematical disciplines for conducting in the process of methodological work of pedagogical college. Its peculiarity is that the trends of continuous education, adult education, corporate learning in the process of methodological work of pedagogical college, and targeted (as opposed to spontaneous) development of professional reflection of teachers have been taken into account. The training course "The Development of Professional Reflection of Teachers" consists of three modules (the module is interpreted as an organizational and methodological structural unit within the specified training course). The subject of the training course is the theoretical basis of the professional reflection of teachers, the conditions and means of development of the professional reflection of teachers of natural and mathematical disciplines for its conducting in the process of methodological work of pedagogical college. The training program consists of the following content modules: 1. The theoretical basis of professional reflection of the teacher. 2. The reflexive character of methodological work of college teacher. 3. The means of development of professional reflection of the teacher. The selection and instrumentalization of pedagogical conditions and tools seem to be promising the prospect that promotes the efficiency of the process of developing the professional reflection of teachers of mathematical disciplines in the process of methodological work of pedagogical college