Volume 03 Issue 10-2023
133
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
03
ISSUE
10
P
AGES
:
133-139
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This article highlights the important role and importance of reflexive activity in the preparation of future teachers-
pedagogues for professional activity in higher education institutions. Also, the content of reflexive activity, decision-
making levels of students in this activity were analyzed and determined. The stages of implementation of the reflexive
education program, which contributes to the development of the professional "I-concept" of the future educator-
pedagogue and includes the activation of reflexive processes of personal and professional self-knowledge and self-
determination, are described. The implementation of the reflexive education program was carried out in the form of
innovative-reflexive practice, which includes three interrelated blocks.
KEYWORDS
Reflective activity, professional training, preschool education, person-oriented education, educator-pedagogue, self-
evaluation.
INTRODUCTION
On a global scale, continuous improvement of the
preschool education process, training of highly
educated educator-pedagogists, development of
professional
training
of
preschool
education
pedagogues, and improvement of their qualifications
are of urgent importance. In the most advanced
Research Article
REFLECTIVE ACTIVITY AS THE MOST IMPORTANT MECHANISM OF
TRAINING FUTURE EDUCATORS
Submission Date:
October 20, 2023,
Accepted Date:
October 25, 2023,
Published Date:
October 30, 2023
Crossref doi:
https://doi.org/10.37547/ajsshr/Volume03Issue10-20
Nazirova Guzal Malikovna
Head of the Department at Kokand State Pedagogical Institute, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajsshr
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 03 Issue 10-2023
134
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
03
ISSUE
10
P
AGES
:
133-139
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
educational centers of developed countries (Center for
Creative Leadership Courses, IEDP, MOOC, CPC),
researches are being conducted on the organization of
trainings that develop the professional competences
of pedagogic personnel of preschool educational
organizations, increasing their effectiveness, and
developing new methods.
In recent years, laws and decisions aimed at reforming
and developing the system of preschool education
have been adopted and put into practice in our
republic. In particular, the decision of the President of
the Republic of Uzbekistan dated May 8, 2019 "On
approval of the concept of development of the
preschool education system of the Republic of
Uzbekistan until 2030" further improves the preschool
education system, ensures equal access of children to
quality
preschool education, development of
preschool education services, in a word, preschool
education covers the target tasks of system
development and defines the priorities and stages of
the process [1].
In the "Concept of development of the preschool
education system of the Republic of Uzbekistan until
2030" approved by this Decision, one of the most
important directions of further development of
preschool education is the wide introduction of
modern
pedagogy
and
information
and
communication technologies into the educational
process. Also, special attention is paid to the issue of
introduction of completely new approaches to
training,
retraining,
qualification
improvement,
selection and development of field workers as highly
educated personnel in the preschool education system
[1].
It is very important to create pedagogical conditions
that ensure the manifestation and development of
students' personal functions in order to increase the
effectiveness of training future teachers-pedagogues
in higher education institutions. Among them, the
reflection function and practical personal experience,
which are indicators of the integration of the teacher-
pedagogue's readiness for professional activity in the
preschool education system, were considered the
most important [9].
Taking into account these, pedagogical experimental
and test work was carried out by us in two directions:
1) the involvement of students in reflex activities in the
process of personality-oriented education; 2) the
formation of the practical experience of future
educators and educators.
Before us, the task was set to organize an educational
process in which the reflex activity occupies a leading
place, provides the future educator-educator with
skills that can get to know himself better, learn to see
himself in various pedagogical situations, treat himself
positively as a person and a specialist, which will help
Volume 03 Issue 10-2023
135
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
03
ISSUE
10
P
AGES
:
133-139
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
him adequately assess his abilities and capabilities and
determine ways
Taking into account the development of reflexive
abilities in terms of Subject-subject relations in the
educational process, we used forms and techniques
that help to seek personal self-identity and personal
knowledge, self-knowledge and self-expression. They
can bring intellectual work (mental attack, problem
situation, etc.), role imitation games, various training
options (video training, professional skill training, role
training, communication), creative workshops. As a
result of such training, the following skills are formed
in future educator-educators: assessment of oneself as
a subject; understanding their thoughts, feelings,
actions in the process of practical cooperation with
preschool
children
in
preschool
educational
organizations; development of specific goals of
education and upbringing, taking into account the
individual characteristics of preschool children and the
possibilities of their development in joint activities [7].
The formation of these skills makes it possible to
answer important questions for oneself: “how am I as
an educator-
educator?”, “What qualities d
o I
possess?", “Can I carry out personality
-oriented
communication with a child?”.
Without the ability to analyze and self-evaluate, the
future educator-educator cannot deeply understand
the problems that arise in the practice of working with
children, find the right ways to solve them, critically
evaluate the results obtained and correct his activities.
Thus, the function of reflection can become the basis
of different types of activity, but the reflexive
mechanism fundamentally differentiates each type of
activity prosessually and effectively [4].
Given that the subject of reflexive activity is the person
himself, knowledge and methods of action,
interpersonal relationships, such activity can be called
a leader, A.N. Leontiev argues in it that new types of
activities, personal mental processes are formed or
rebuilt, depending on the main personal changes
observed during a certain period of development [8].
The result of any type of activity is meditation, the
assimilation of which involves the following stages
based on various reflexes:
-
student’s understanding of the basics (principles) of
reasoning (personal and individual reflection;
- organization of active interaction of all participants in
the educational process in the process of exchange of
ideas (communicative and collaborative reflection);
- the ratio of decision-making options, the search for
optimal formulas of ideas, thoughts, points of view
(intellectual and personal reflection) [4].
At the same time, we considered the development of
reflex abilities not only as a goal, but also as a problem.
In this regard, in the process of developing the
Volume 03 Issue 10-2023
136
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
03
ISSUE
10
P
AGES
:
133-139
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
personal reflexes of students as a mechanism of self-
awareness, we foresee the overcoming of the stage
associated with self-stimulation - the psychological
barrier.
The decision makes it possible to determine the
quantitative content (how many students and what
types of reflection have) and the qualitative level of
development of student’s ability to reflexion. We will
consider the quality level of decisions step by step.
1. Self-assessment, self-realization, a decision that
expresses the initial meaning, the student makes at the
stage of acquaintance with the profession of a future
educator-educator (for some it is associated with
overcoming the psychological barrier).
2. Self-organization, based on an individual's personal
reflex, a decision that expresses one's own attitude,
perception, feeling, feelings, is indicative of one's
ability to self-investigate.
3. Self-analysis, a decision based on intellectual
reflection reflects the level of self-organization of an
individual.
4. Self-stimulation, a decision that reflects the
Integrative nature of reasoning, is evidence of self-
esteem due to the self-determination of the individual.
These stages are shown in Figure 1.
Figure 1. Decision-making levels of students in reflexive activities.
DECISION
Self-assessment of the degree of integration
of the decision
Intellectual level of decision self-
organization
The personal level of decision is the
concentration of one's own concepts, one's
own feelings
Personal level of decision, self-motivation
to overcome the psychological barrier
Volume 03 Issue 10-2023
137
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
03
ISSUE
10
P
AGES
:
133-139
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Such a hierarchy determines the relationship with the
level of complexity of pedagogical activity in reflexive
processes
carried
out
by
future
educators-
pedagogues. The experience of practical activity
shows that the level of development of reflexive
abilities often indirectly determines the issues related
to self-knowledge, personal self-development, and
independent selection of elective courses during the
adaptation period of newly admitted students.
We developed a reflexive educational program that
includes activation of reflexive processes of personal
and
professional
self-knowledge
and
self-
determination, which contributes to the formation of
motivational and valuable directions of the future
teacher-pedagogue in the professional field, and to the
development of the professional "I-concept" in
general.
The implementation of the reflexive education
program was carried out in the form of innovative-
reflexive practice, which includes three interrelated
blocks.
The first block is devoted to awareness of the personal
characteristics of future educators, their attitude
towards themselves, their personality and educational
activities. It includes psychodiagnostics, question-and-
answer, and exercises aimed at focusing students'
attention on their personality, their experiences,
thoughts, and methods of educational activity.
The second block is aimed at self-awareness of future
teachers-pedagogues in the system of professional
activity
and
communication.
It
includes
psychodiagnostics, questionnaires, exercises on
professionally important qualities, various games.
The third block is aimed at optimizing the professional
activity of future educators. It was implemented
directly in educational and professional activities to
develop self-analysis and self-assessment skills.
Educational and professional activity was considered
as the main criterion of professional activity formed by
future pedagogues in the process of experience.
The approach to the development of reflexive abilities
of students can be implemented only if the set of
pedagogical conditions is a specific means for students
to achieve a certain level of reflexivity.
The content given by the peculiarities of the subjects
taught allows you to distinguish the methodologies of
their presentation. However, we consider the
development of reflexive abilities as a universal
mechanism of self-development of an individual,
regardless of the field of knowledge, therefore, the
research program should include the basis and
sequence of work on decision-making as the main unit
of training and should focus on the development of
functional poses such as personal self-stimulation,
analysis, self-organization, self-assessment, which are
indicators and
Volume 03 Issue 10-2023
138
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
03
ISSUE
10
P
AGES
:
133-139
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
As a measure of the effectiveness of pedagogical
conditions for the development of reflexive abilities of
students, as a starting opportunity for the realization
of its meaning by each individual, definitions in the
quality of psychology, pedagogy, art, science and
science can serve as an educational subject that is
important for the self-determination of an individual.
Thus, our analysis showed that the definition of science
by students and its importance in self-education of the
future educator-educator personality suggests that
reflexive thinking is conceptual, theoretically higher.
This confirms the position that developing a personal
reflex is effective if the learning process is based on
student experience of reflection. Self-stimulation
refers to the deep layer of an individual's own
existence, to become a person without preservation
and enrichment, to develop the ability to self-
development and responsibility, to grow and realize
meanings, ultimately determining the spiritual
situation in a person's attitude to the world, other
people, to himself. It is the individual's experience of
reflection, the organization of the interaction of
participants in the educational process, which is based
on spontaneity and improvisation, that ensures the
development of personal motivation as the basis for
creating meaning.
On the basis of studies, we were convinced that the
higher the reflexive activity, the harder it is to create
conditions for its manifestation, the more the student
is reflexed, the more his individuality, individuality
manifests itself.
Thus, in the preparation of future educators-educators
for professional activities in higher educational
institutions, reflexive activity becomes the leader,
since it contributes to the emergence and
development of various amateur activities, reflects the
development of the individual in self-development.
REFERENCES
1.
Ўзбекистон Республикаси Президентининг 2019
йил 8 майдаги “Ўзбекистон Республикаси
мактабгача таълим тизимини 2030 йилгача
ривожлантириш
концепциясини
тасди
қ
лаш
тў
ғ
рисида”ги
қ
арори
. https://lex.uz/docs/4327235.
2.
Антонова А.В. Подготовка учащихся педучилищ
к руководству эстетическим воспитанием детей
дошкольного возраста: Дисс. к.п.н.
-
М., 1993.
-
184 с.
3.
Гладкова
Е.В.
Формирование
личности
воспитателя
детского
сада
в
процессе
профессиональной подготовки: Дисс. к.псих н.
-
Ташкент, 1991.
-
154 с.
4.
Давыденко Т.М. Рефлексивное управление
школой: теория и практика: Монография.
Белгород: Белгородский гос. пединститут, 1995.
-
250 с.
5.
Джураева Б.Р., Тожибоева
Ҳ
.
М
.,
Назирова
Г
.
М
.
Мактабгача
таълим
ёшидаги
болаларга
таълим
-
Volume 03 Issue 10-2023
139
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
03
ISSUE
10
P
AGES
:
133-139
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
тарбия
беришнинг замонавий тенденциялари //
Тошкент,
-
ЎзПФИТИ. –
2015. 112 бет.
6.
Иноятов У.И. Современные подходы к развитию
системы
дошкольного
образования//“Мактабгача
таълим
муассасаларида таълим жараёнининг сифати ва
самарадорлигини такомиллаштириш: муаммо
ва ечимлар” мавзусидаги республика илмий
-
амалий конференцияси материаллари. Т.:
ЎзПФИТИ 2017 йил. Б.4
-5.
7.
Ковардакова М.А. Формирование у студентов
умения анализировать педагогический процесс
в дошкольном учреждении. Дисс. к. п. н.
-
М.,
1990. -
244 с.
8.
Леонтьев
А.Н.
Деятельность.
Сознание.
Личность.
-
М.: Политиздат, 1995.
-
304 с.
9.
Тур
ғ
унов
С
.
Т
.,
Ахмаджонова
Н
.
М
.
Мактабгача
таълим
муассасаларида
бош
қ
арув
фаолияти
алгоритми
. //
Хал
қ
таълими
.
–
Тошкент
, 2012.
–
№
1.
–
Б
. 133-134.
10.
Юсупова П. Мактабгача тарбия педагогикаси.
-
Т.: “Ў
қ
итувчи”
, 1993., 264
б
.
11.
Қ
одирова
З
.C.
Бўлажак
тарбиячиларни
касбга
тайёрлашда
педагогик
амалиёт
хусусиятлари
. //
Хал
қ
таълими
.
–
Тошкент
, 2012.
–
№
4.
–
Б
.102-103.
