Digital educational environment as a factor of developing teacher’s professional reflection Ambiente educacional digital como fator de desenvolvimento da reflexão profissional do professor El entorno educativo digital como factor de desarrollo de la reflexión profesional del profesorado

The article explores the problem of teachers’ reflexivity, its influence on the educational process and the specifics of teachers’ professional activity. The research purpose is a theoretical and empirical study of teachers’ reflexivity and its developmental specifics. The main forms of reflexivity development are lecturing, training, analysis, self-analysis and testing. To improve the personality traits which are important for reflexivity development (self-awareness, communication skills, empathy, identification of professional and personal value guidelines, etc.), a teacher may also use different games and tasks, along with various methods of analyzing the lessons and his/her own contribution to them. All these resources should be included in the annual plan of an educational organization. The results of the study allow concluding about the effectiveness of the declared measures for teachers’ reflexivity development. Within the changing domestic education system, one of the key challenges is training teachers who meet the requirements of the modern professional standard. A possible solution to this problem can be systematic work in an educational organization to improve the teacher’s underdeveloped qualities. One of these characteristics, which can influence the improvement of the teacher’s professionalism and ensure the compliance with the professional standard, is reflexivity. Along with the fact that reflexivity is among the most important components of the pedagogical activity, it is necessary to recognize the poor criterial basis for the professional


INTRODUCTION
One of the leading goals of modern pedagogical education is developing the student's wish and ability to study throughout his/her life, systematically replenishing and enriching the professional knowledge and skills acquired in a higher educational institution. The ability to study as a need for self-improvement is fundamental to the teaching profession. The teacher should be able to address his/her inner world, to understand the motives of his/her own actions. Formed reflexive skills are crucial for the educator's self-cognition and pedagogic self-analysis. Following T. F. Usheva (2007), we regard reflection, or self-reflection, as the process of successive actions from complication (doubting) to its discussion with oneself and the search for a solution. Thus, reflection is a complex mental ability for constant analysis and assessment of each step of one's professional activity. Using reflexive skills -intellectual, personal, communicative and cooperative -a person can control his/her own professional activity and create conditions for self-education.
In modern psychological and pedagogical science the problem of reflection as a process of cognizing (learning) one's internal mental acts and states is one of the most urgent ones. Numerous studies proved the need for reflection. Its internal nature, structure and the possibilities of its development arouse intense scientific interest. Reflection features analysis is performed at various levels (theoretical, methodological, practical), along with clarifying the specificity of these features' manifestation in different categories of specialists. Peculiar attention is given to the fact that reflection is decisive in various areas of professional activity, but this is especially true of the teaching profession, which requires analyzing children's and parents' behaviour, their interpersonal interactions, correction of conflict communication, etc. (Usheva, 2009).
Mastering reflexive skills allows the teacher to apprehend, understand and analyze his/her activity and skillfully use the means of regulating this process (a system of actions and operations leading to a successful result). This two-sided process of reflection is necessary for a modern educator to be a genuine subject of pedagogical activity (Khutorskoy, 2019).
1. Regardless of the subject area, there are practically no means and methods which may be used to establish the criteria, their indicators and reflexivity levels for practicing teachers.
2. Having an access to multiple works on studying professional reflexivity, modern teachers are not provided with relevant methodological recommendations (those suitable for implementation in an educational organization and aimed at developing all criteria for teachers' reflexivity assessment. This article will consider the reflexivity, namely TPR as a constituent element of reflection, which is a personality trait that can develop under favourable conditions (Illarionova, 2007).

LITERATURE REVIEW
Reflection is the basic personality characteristic, enabling a subject to apprehend and regulate his/her life activity. Self-analysis and self-esteem of one's own personality are continuously connected with reflection, which makes it possible to assess one's thinking and activity, allows a person to analyze the past and plan the future, predicting possible results in the most effective way (Zimnyaya, 2010).
Reflexivity, including TPR, has been an attractive scientific topic for several decades. There are numerous works on the types of reflexivity, its role in forming a human's personality and a teacher's professional self (Bandler & Grinder, 2001;Gaude, 1989;Kaminski, 1987;Roht, 1972;Blinova et al., 2018).
Thus, TPR has a significant impact on the educator's professional thinking, the nature of professional interactions, professional self-determination and the attitude towards his/her own professional self-development (Moreno, 1972).
TPR requires its purposeful improvement. Contemporary scientific literature offers numerous forms and methods aimed at developing personal qualities that form the basis of reflexive skills, along with mastering the modes and techniques of reflexive thinking and reflexive activity.
The methodological work involves the analysis, self-assessment and mutual assessment of professional actions and pedagogical interaction according to pedagogical competencies (both with groups and with individuals).
The teacher's understanding of the educational process, the internal focus on his/her professional development, the analysis of his/her professional deficiencies, successes and failures allow enriching professional skills, choosing effective pedagogical technologies and techniques to achieve professional and personal results.

PROPOSED METHODOLOGY
The chosen methodology and algorithm involve conducting a complex psychological and pedagogical experiment, assessing the stated parameters and analyzing them statistically. The study of students' reflectivity was conducted in the Institute of Foreign Languages of the Peoples' Friendship University of Russia (RUDN University).
The main problem in the study of reflexivity is its criteria. Relying on the works by N. Ya. Saygushev, O. A. Vedeneyeva and Yu. B. Melekhova (2018), we developed a criterion-diagnostic research base, presented in Table 1. the level of assessing the ability for self-development and self-education The teacher has a clearly perceived internal motive, a stable positive and constructive attitude towards professional activity, which persists even in a situation of failure.
The teacher recognizes the external motive and correlates it with his/her own needs, which underlies the formation of the need for professional activity, self-development and self-education The teacher does not have internal motivation, only external one

Cognitive
Understanding the concepts "reflexivity" and "teacher's reflexivity"; awareness of the importance of reflexivity in teacher's professional activity The teacher knows the methods of action and effectively applies them in practice, being able to modify this knowledge when it is necessary to solve a particular problem The teacher knows the general methods of action and is partially able to use them to conduct his/her own activities.
The teacher has very limited knowledge about the methods of action for performing professional activity.

Activity-based
Ability to conduct the reflexive analysis (introspection) of one's pedagogical activity and the perception of one's professional activity by other participants in the educational process Ability to highlight one's professionally significant qualities, abilities, needs and conditions using reflexive skills and experience The teacher evaluates his/her own capabilities and independently creates new methods of action in responding to a new challenge; realizes the composition and principles of creating a new problem-solving method and its connection with the problem specification; detects the errors caused by the discrepancy between the learned scheme and the specification of a new problem; makes adjustments to the scheme before the solution process The teacher tries to assess his/her capabilities before solving a new task; applies the learned methods of action, but does not modify them to solve a new task; corrects errors without assistance; controls the students' problemsolving activity via other participants of professional activity; is critical of external evaluation. To establish the development levels of TPR criteria, the authors of this article used the following forms and methods of assessment (Kuzmina, 1970). The research algorithm is presented in Table 3.

Table 3. Algorithm of actions within the experiment
Algorithm of actions 1) assessment of professional reflexivity elements 2) realization of formative stage events 3) repeated assessment of professional reflexivity elements

RESULT ANALYSIS
The research involving 47 teachers was conducted in the Institute of Foreign Languages of Peoples' Friendship University of Russia (RUDN University). The article will provide the comparative analysis of diagnostic data before and after the activities presupposed by the formative stage of the study.
The leading factor in TPR development can be the creation and implementation of the set of special classes that will include the following sections.
The basic section is oriented towards developing the cognitive criterion of TPR; The section for resource activation should develop the value-motivational criterion for the participants' professional reflexivity; The section for achievement reflection will ensure the development of TPR activity criterion. The main forms of reflexivity development are lecturing, training, analysis, self-analysis and testing. To improve the personality traits which are important for reflexivity development (selfawareness, communication skills, empathy, identification of professional and personal value guidelines, etc.) a teacher may also use different games and tasks, along with various methods of analyzing the lessons and his/her own contribution to them. All these resources should be included in the annual plan of an educational organization Bírová et al., 2018;Volkova & Panchenko, 2018).
The authors conducted the repeated assessment to identify changes in the development level of three TPR criteria: value-motivational, cognitive and activity-based. Table 4 presents the results of the comparative analysis of teachers' motivational preferences at different assessment stages. The assessment which was conducted at the end of the study revealed changes in all indicators. It is especially important to emphasize the decreasing significance of the indicators "aspiration to avoid criticism from the superior or the colleagues" and "aspiration to avoid possible punishment or other troubles" (Sharonova et al., 2018, p. 117).
The significance of the indicators "satisfaction from the process itself and the result of work" and "possibility of the most complete self-realization in this particular activity" for all teachers became very significant.
Changes in the level of evaluating the ability for self-development and self-education are presented in Table 5. The final assessment of the level of evaluating the ability for self-development and selfeducation revealed the improvement of this indicator in all teachers working at the educational organization. Thanks to the classes, six teachers were able to show the high level of the ability for self-improvement and self-education. There are no teachers with the low or below-average level of this ability.
Thus, the testing of the achieved results associated with the value-motivational criterion for TPR development confirmed the correctness of the forms, methods and exercises that we had chosen to improve the assessment process.
The repeated analysis of the cognitive TPR criterion revealed the following changes (see Table  6). At the end of the experiment all participants have the high level of TPR cognitive criterion formation. Each teacher is familiar with the concept of reflexivity, correlates this personality trait with his/her professional activity and considers it a socially significant characteristic. The educators realized the usefulness of reflexive behaviour and began to pay more attention to the consequences of their actions (or inaction).
The final assessment of the activity-based component considered the methodology for determining the level of TPR formation proposed by O.V. Kalashnikova.
The assessment results are presented in Table 7. The assessment showed the significant improvement of the TPR formation level. At the end of the experiment all teachers have the average or high level of TPR development (according to the test proposed by O.V. Kalashnikova).
The changes in the level of the activity-based component of TPR development were also evaluated within the section "Achievement reflection" at the second lesson "How do I carry out reflection in my professional activity?" These changes were assessed when teachers were discussing the issues of pedagogical analysis and self-analysis.
During the lessons the teachers tried to use the knowledge gained within the previous classes. The basis for determining the ultimate development level of TPR activity-based component was the number of coinciding responses given by the analyzed teacher and his/her analyzers. The other factor was the subjective perception of this person's results by the colleagues.
Therefore, 5-6, 3-4 and 0-2 coinciding answers indicate (correspondingly) the high, average and low levels of the activity component development. The assessment results are presented in Table  8. Table 8. Changes in the distribution of teachers by their proficiency in conducting reflexive analysis (self-analysis) and perception of themselves by the other participants of the educational process (their colleagues). The final assessment of the formation level of TPR activity-based component revealed the absence of teachers with a low level of the studied characteristic. All teachers mastered the action methods aimed at the reflective analysis of their own professional activities. The educators are able to find and independently correct mistakes caused by the discrepancy between the learned action scheme and the conditions of the new task. Besides, they are critical of external assessment, are able to assess themselves and others within professional activity, and can estimate their potentialities before starting to solve a new task.
Therefore, the conducted classes on TPR development ensured the improvement of the teachers' professional skills.
Relying on the analysis of the formative stage results, we made the following conclusions. 1. The created methodological conditions for the development of all three TPR criteria (valuemotivational, cognitive and activity-based) proved to be productive.
2. The selected forms and methods for TPR criteria development were effective, which was confirmed by the final assessment of these criteria (value-motivational, cognitive and activity-based).
3. Purposeful work on TPR development within the methodological support will increase teachers' competence in solving professional problems, and will allow designing optimal pedagogical conditions and means to achieve high educational results.

CONCLUSION
The study is devoted to the urgent problem of developing TPR as a mechanism of personal and professional self-improvement. The system of working on TPR development involves the creation of special conditions within methodological activity. Examining this problem made it possible to draw a number of general conclusions.
Being a psychological and pedagogical concept, TPR predetermines the dual nature of its study. First of all, it is regarded as the teacher's personal quality, reflecting his/her ability to manage the development of the relevant competencies, i.e. to demonstrate personal and professional growth. Besides, it may be seen as a way to fulfill the educator's work functions, aimed primarily at improving the quality of students' education.
The scientific literature proposes different approaches to the possibility of TPR development, for example, through the organization of the teacher's activities to the reflective analysis of his/her professional activity and himself or herself as its subject. This approach implies such forms as reference programmes for monitoring one's actions, keeping a diary, recording a lesson on a device, a variety of game techniques and a case method. The second approach to the possibility of TPR development, aimed at reorienting or correcting the teachers' professional and personal attitudes, is solved in the context of training.
TPR development presupposes mastering the following components: value-motivational, cognitive and activity-based.
The psychological basis for TPR development is self-analysis, self-determination and selfdevelopment of teachers as the subjects of pedagogical activity.
The content and forms of methodological work on TPR development should be focused on acquiring professional reflexive knowledge, along with forming the skills that help to analyze one's pedagogical activity and the attitude to this analysis.
The problem of TPR development is diverse, and our study does not cover the full range of problematic issues in this area. Further investigation of this topic may include studying the introduction of reflexive elements into the educational practice and exploring TPR influence on teachers' professional growth, their effectiveness, etc.