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Student Teaching as a Reflective Environment for Forming Professional Experience of Teachers-to-Be. P. 141–149

Версия для печати

Section: Pedagogics. Psychology

UDC

378.147.88(045)+37.015.31+159.955.4

Authors

Averkieva Galina Valentinovna
Institute of Pedagogics and Psychology, Northern (Arctic) Federal University named after M.V. Lomonosov (Arkhangelsk, Russia)
Shchekina Svetlana Stanislavovna
Institute of Pedagogics and Psychology, Northern (Arctic) Federal University named after M.V. Lomonosov (Arkhangelsk, Russia)

Abstract

The issue of forming professional experience of teachers-to-be during their internship is highly important for the theory and practice of pedagogy. The paper focuses on the role of reflection in forming professional experience of university students and describes the reflective actions necessary to develop this experience. In addition, the authors look at some efficient ways to organize a reflective analysis of the student’s practice at classroom teaching. The methods of forming intellectual reflection and selfreflection are described in detail. Special attention is paid to the conditions for using such an instrument of reflection as the “Reflective diary of student teaching”. The paper focuses on the methodological, theoretical and practical aspects of the problem.

Keywords

reflection, self-reflection, intellectual reflection, student teaching, reflective diary, professional experience, teaching experience
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References

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