The role of critical thinking and the reflexive culture in the formation of professional competences of biology teachers

Have been identified and analyzed the structural components of the teacher's professional competencies and the conditions of their improving. The article deals with the problem of formation of critical thinking and reflection culture in the postgraduate education of biology teachers during their preparation for the educational process. Is presented the experience of research of teachers in the postgraduate education system. The analysis of the literature in the field of the studied problem is carried out. The article analyzes forms and methods of work aimed at increasing the critical thinking development of biology teachers. The authors analyze the ways to solve this problem, which has become the subject of extensive scientific research. Paying attention to the specific use of traditional pedagogical technologies in working with an adult audience, they conclude that the development of critical thinking and reflective teacher culture is a necessary component in the formation of professional competences. The attempts of modern authors to adapt the definition and interpretation of the concept of critical thinking to achieve a particular pedagogical goal or to construct a particular pedagogical (educational) model are highlighted. The main condition for successful use of technologies aimed at the development of critical and creative thinking is the teacher's own understanding and acceptance of the idea of the necessity for the development of critical and creative thinking. In addition, to teach children to think critically, the teacher must be able to do it himself. The profession of a teacher is special – the future of students as citizens of the country depends on the results of our activity, how successful it will be, developing their confidence in self-improvement and continuing education throughout life. Each teacher works at his own level of creativity, constantly increasing and developing it. Therefore, the urgency of discovering a particular problem lies in the teacher's task – to change the practice of his work to promote active learning of students.