Preparedness of lecturers of postgraduate pedagogical educational institutions for the development of teachers’ reflection

Article deals with the results of empirical research on the development of teachers' reflection under conditions of postgraduate pedagogical education and accordingly promotes the development of teachers' reflection by lecturers of postgraduate pedagogical educational institutions. The peculiarities of lecturers' of postgraduate pedagogical educational institutions understanding of the essence and role of reflection in pedagogical activity, their knowledge about the factors of the development of reflection are presented. Psychological and pedagogical problems of teachers' reflection development under conditions of postgraduate pedagogical education are outlined; cognitive, affective-evaluative and regulatory-procedural components of teachers' reflection development with appropriate criteria (awareness, positive attitude, effectiveness) and level differentiation of development are determined. Gender and age peculiarities of the development of teachers' reflection are distinguished. It is noted that women have slightly higher levels of reflection compared to male teachers. Differences in organizational and professional factors were revealed: specialty (motivation for reflection in professional activity is quite pronounced in teachers of natural sciences and mathematics, slightly less in teachers of social sciences and humanities, and, to a lesser extent – in primary school teachers), type of educational institution (teachers of secondary schools of a new type have a higher level of development of reflection than that of teachers who work in traditional educational institutions). Generalization of empirical research conducted on the base of SIHE «University of Education Management» of NAPS of Ukraine and Transcarpathian Institute of Postgraduate Pedagogical Education is presented. The problems of promoting the development of teachers' reflection in postgraduate pedagogical education are indicated: insufficient level of psychological preparedness of lecturers of postgraduate pedagogical educational institutions for this type of activity, lack of procedural support, especially under conditions of social change (education reform at all levels, distance learning, transition to information means of communication).