Pedagogical conditions for the development of reflection of future practical psychologists

The purpose of the article is to substantiate and develop possible ways of forming in students-psychologists the reflexive skills necessary for creative self-realization in professional activity. Based on the purpose of the article, the important tasks that we are trying to solve are to define the concept of reflection and substantiation of the role of professional and personal reflection in the process of professional training of psychologists, substantiation of the main ways and methods of development of reflection of psychology students. Despite the fact that reflection is the essence of human consciousness, in most modern psychology students it is poorly expressed and, like any property, needs development. The formation of professional reflection in students-practical psychologists is the main, central component of professional self-determination and is in the area of immediate development. Mastering the knowledge and skills required for future professional activity, understanding of one's self-concept, forming the skills of internal contemplation contribute to the awareness of one's professional development. The extent to which vocational education will be able to form a type of specialist who is characterized by vocationally relevant characteristics adequate to the new social conditions and requirements of the profession, will largely depend on the social and psychological health of society. Therefore, the conditions created by the teacher should be directed: On formation of personal reflection, through immersion of students in themselves; On the formation of professional reflection, through immersion in professional activity. Different tools that stimulate reflective thinking - group discussions, structured discussion methods, business games and seminars, trainings - should be actively involved in teaching. It is advisable to use exercises and tasks that help students break free from traditional thinking and make new discoveries to improve their daily work on the development of training courses. Based on the above, the formation of professional reflection should be carried out from the transition from students' educational activities to professional, that is, gradual change, transformation of personal position into professional-personal. Based on the above, we have described training that helps not only identify but also develop and reflect the reflective abilities of future psychologists.