Digital educational environment as a factor of developing teacher’s professional reflection

  • Anna Konstantinovna Oreshkina Russian Academy of Natural Sciences, Moscow, Russian Federation; Russian Academy of Education, Moscow, Russian Federation.
  • Dmitry Vladimirovich Lukashenko Research Institute of the Federal Penitentiary Service of the Russian Federation, Moscow, Russian Federation.
  • Ivan Sergeyevich Samokhin Peoples’ Friendship University of Russia (RUDN University), Moscow, Russian Federation.
  • Marina Georgiyevna Sergeeva Research Institute of the Federal Penitentiary Service of the Russian Federation, Moscow, Russian Federation.

Resumo

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 reflexivity of teachers working in educational organizations, namely the applied aspects of its development within teachers’ methodological activity.

Biografia do Autor

Anna Konstantinovna Oreshkina, Russian Academy of Natural Sciences, Moscow, Russian Federation; Russian Academy of Education, Moscow, Russian Federation.
Dmitry Vladimirovich Lukashenko, Research Institute of the Federal Penitentiary Service of the Russian Federation, Moscow, Russian Federation.
Ivan Sergeyevich Samokhin, Peoples’ Friendship University of Russia (RUDN University), Moscow, Russian Federation.
Marina Georgiyevna Sergeeva, Research Institute of the Federal Penitentiary Service of the Russian Federation, Moscow, Russian Federation.

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Publicado
2021-07-31
Como Citar
Oreshkina, A. K., Lukashenko, D. V., Samokhin, I. S., & Sergeeva, M. G. (2021). Digital educational environment as a factor of developing teacher’s professional reflection. Revista Tempos E Espaços Em Educação, 14(33), e16166. https://doi.org/10.20952/revtee.v14i33.16166
Seção
Publicação Contínua