The study of the value-based reflection of teachers
The results of the theoretical and empirical study of the value-based reflection as one of the psychological mechanisms of development of social equity in pedagogical interaction are presented in the article. It has been specified that the mechanism of the value-based reflection triggers and pre...
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| Format: | Article |
| Language: | English |
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Kamianets-Podilskyi National Ivan Ohiienko University, National Academy of Educational Sciences of Ukraine, G.S.Kostiuk Institute of Psychology
2018-03-01
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| Series: | Проблеми сучасної психології |
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| Online Access: | http://journals.uran.ua/index.php/2227-6246/article/view/156618/156010 |
| Summary: | The
results of the theoretical and empirical study of the value-based reflection
as one of the psychological mechanisms of development of social equity in
pedagogical interaction are presented in the article. It has been specified
that the mechanism of the value-based reflection triggers and precedes the
processes in the teacher’s value-based self-consciousness achieving a fair
distribution of rewards and penalties for the results of their activities. The
value-based reflection occurs on the personal, professional, and social levels. It has been proved that personal reflection helps a teacher to understand himself as a carrier of certain values being the elements of the selfconsciousness; professional reflection is actualized through the analysis
by a teacher of his professional qualities, abilities, and potential, a teacher
reconsiders the informative parameters of professional self-consciousness;
thanks to the social reflection a teacher is able to analyze and reconsider the
quality of his attitude to students, following of moral standards during this
process. The empirical study of the mechanism of the value-based reflection
revealed that mainly experienced teachers with a pedagogical experience
of 21 years tended to have it. It provides interaction with students based
on the principles of social equity. It has been emphasized that, compared
to the younger colleagues, teachers of this category and teachers with the
experience of 6 to 20 years tend to have more conscious attitude to their
relations with students, analyze adherence to humane principles and moral
standards in pedagogical interaction and express the value-based attitude
to students and value-based self-conception. It has been discovered that the
mechanism of the value-based reflection, among the young teachers who
work at school less than 5 years, does not exactly trigger the process of regulation of self-understanding, thus failing to create a ground for the dominating positive background for socially equal actions towards students. |
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| ISSN: | 2227-6246 2663-6956 |