{"id":820,"date":"2021-12-01T08:36:55","date_gmt":"2021-12-01T08:36:55","guid":{"rendered":"https:\/\/pf-yb.com\/?p=820"},"modified":"2022-12-22T10:02:26","modified_gmt":"2022-12-22T10:02:26","slug":"%d0%bf%d1%81%d0%b8%d1%85%d0%be%d0%bb%d0%be%d0%b3%d0%b8%d1%87%d0%b5%d1%81%d0%ba%d0%b8-%d0%bc%d0%b5%d1%85%d0%b0%d0%bd%d0%b8%d0%b7%d1%8a%d0%bc-%d0%b7%d0%b0-%d1%84%d0%be%d1%80%d0%bc%d0%b8%d1%80%d0%b0","status":"publish","type":"post","link":"https:\/\/pf-yb.com\/bg\/blog\/2021\/12\/01\/%d0%bf%d1%81%d0%b8%d1%85%d0%be%d0%bb%d0%be%d0%b3%d0%b8%d1%87%d0%b5%d1%81%d0%ba%d0%b8-%d0%bc%d0%b5%d1%85%d0%b0%d0%bd%d0%b8%d0%b7%d1%8a%d0%bc-%d0%b7%d0%b0-%d1%84%d0%be%d1%80%d0%bc%d0%b8%d1%80%d0%b0\/","title":{"rendered":"\u041f\u0421\u0418\u0425\u041e\u041b\u041e\u0413\u0418\u0427\u0415\u0421\u041a\u0418 \u041c\u0415\u0425\u0410\u041d\u0418\u0417\u042a\u041c \u0417\u0410 \u0424\u041e\u0420\u041c\u0418\u0420\u0410\u041d\u0415 \u041d\u0410 \u041f\u0420\u041e\u0424\u0415\u0421\u0418\u041e\u041d\u0410\u041b\u041d\u0410 \u0420\u0415\u0424\u041b\u0415\u041a\u0421\u0418\u042f \u0423 \u0421\u0422\u0423\u0414\u0415\u041d\u0422\u0418\u0422\u0415 \u041f\u0415\u0414\u0410\u0413\u041e\u0417\u0418 \u0422\u0438\u0445\u0430 \u0410\u0442\u0430\u043d\u0430\u0441\u043e\u0432\u0430 \u0414\u0435\u043b\u0447\u0435\u0432\u0430  PSYCHOLOGICAL MECHANISM FOR THE FORMATION OF PROFESSIONAL REFLECTION IN PEDAGOGICAL STUDENTS  Tiha Atanasova Delcheva"},"content":{"rendered":"<p><strong>\u041f\u0421\u0418\u0425\u041e\u041b\u041e\u0413\u0418\u0427\u0415\u0421\u041a\u0418 \u041c\u0415\u0425\u0410\u041d\u0418\u0417\u042a\u041c \u0417\u0410 \u0424\u041e\u0420\u041c\u0418\u0420\u0410\u041d\u0415 \u041d\u0410 \u041f\u0420\u041e\u0424\u0415\u0421\u0418\u041e\u041d\u0410\u041b\u041d\u0410 \u0420\u0415\u0424\u041b\u0415\u041a\u0421\u0418\u042f \u0423 \u0421\u0422\u0423\u0414\u0415\u041d\u0422\u0418\u0422\u0415 \u041f\u0415\u0414\u0410\u0413\u041e\u0417\u0418<\/strong><\/p>\n<p><strong><em>\u0422\u0438\u0445\u0430 \u0410\u0442\u0430\u043d\u0430\u0441\u043e\u0432\u0430 \u0414\u0435\u043b\u0447\u0435\u0432\u0430<\/em><\/strong><\/p>\n<p>&nbsp;<\/p>\n<p><strong>\u041f\u0421\u0418\u0425\u041e\u041b\u041e\u0413\u0418\u0427\u0415\u0421\u041a\u0418 \u041c\u0415\u0425\u0410\u041d\u0418\u0417\u042a\u041c \u0417\u0410 \u0424\u041e\u0420\u041c\u0418\u0420\u0410\u041d\u0415\n\u041d\u0410 \u041f\u0420\u041e\u0424\u0415\u0421\u0418\u041e\u041d\u0410\u041b\u041d\u0410 \u0420\u0415\u0424\u041b\u0415\u041a\u0421\u0418\u042f \u0423 \u0421\u0422\u0423-\n\u0414\u0415\u041d\u0422\u0418\u0422\u0415 \u041f\u0415\u0414\u0410\u0413\u041e\u0417\u0418 <\/strong><\/p>\n<p><strong><em>\u0422\u0438\u0445\u0430 \u0410\u0442\u0430\u043d\u0430\u0441\u0432\u0430 \u0414\u0435\u043b\u0447\u0435\u0432\u0430<\/em><\/strong><\/p>\n<p>&nbsp;<\/p>\n<p><strong><em>\u0420\u0435\u0437\u044e\u043c\u0435:<\/em><\/strong> The formation of professional reflection in students of pedagogy is related to the effectiveness of their pedagogical realization. On the basis of the concept of &#8220;cooperation of activity&#8221; and the related &#8220;reflexive outcome&#8221; of the time of action (Shchedrovitsky, 1974), psychological mechanisms of reflection are analyzed. When meeting a barrier and the impossibility to carry out a specific activity, the subject of the student is provoked to realize new ones according to changing conditions. The need for reflective analysis arises.<\/p>\n<p>Through a system of learning reflexive tasks, students repeatedly perform both partial and complete reflective analysis. They are exercised in practical mastery of mental logical operations &#8211; definition, concretization, reformulation, classification, evidence, argumentation, comparison \/ differentiation, identification \/ abstraction, generalization, formulation of hypotheses and others. In this way, students are taught to assess, according to the acquired theoretical knowledge, whether the relevant knowledge, actions, operations, means, methods were appropriate or not, and to look for new ones more adequate to the changed situation.<\/p>\n<p>Six main components (stages) of the psychological mechanisms of the reflexive process are determined: 1) reflexive outcome; 2) intensity; 3) initial categorization; 4) construction of the system of reflexive means; 5) schematization of reflective content; 6) objectification of reflexive description (Tyutkov, 1987). They contradict subsequently and can be purposefully formed and developed in students in the form of the last units during their preparation. This can be the basis for a technological form of training for reflection in the case of students-future pedagogues.<\/p>\n<p>The analysis of the psychological mechanism for the formation of professional reflection creates an opportunity to design such a system of student education in which reflection is accepted not only as an approach to learning, but also as a subject of its purposeful formation.<\/p>\n<p><strong><em>\u041a\u043b\u044e\u0447\u043e\u0432\u0438 \u0434\u0443\u043c\u0438:<\/em><\/strong> psychological mechanisms, reflexive result, components-stages, professional reflection, reflexive tasks<\/p>\n<p>Download full paper: <a href=\"https:\/\/pf-yb.com\/wp-content\/uploads\/2021\/12\/TDelcheva.pdf\">TDelcheva<\/a><\/p>\n<hr \/>\n<p><strong>\u041b\u0418\u0422\u0415\u0420\u0410\u0422\u0423\u0420\u0410<\/strong><br \/>\n\u0412\u0430\u0441\u0438\u043b\u0435\u0432, \u0412. (2005). \u041f\u0441\u0438\u0445\u043e\u043b\u043e\u0433\u043e-\u043c\u0435\u0442\u043e\u0434\u043e\u043b\u043e\u0433\u0438\u0447\u043d\u0438, \u0442\u0435\u043e\u0440\u0435\u0442\u0438\u0447\u043d\u0438 \u0438 \u043f\u0440\u0438\u043b\u043e\u0436-\u043d\u0438 \u043f\u0440\u043e\u0431\u043b\u0435\u043c\u0438 \u043d\u0430 \u0440\u0435\u0444\u043b\u0435\u043a\u0441\u0438\u044f\u0442\u0430. \u0410\u0432\u0442\u043e\u0440\u0435\u0444\u0435\u0440\u0430\u0442, \u0421\u043e\u0444\u0438\u044f.<br \/>\n\u0414\u0430\u0432\u0438\u0434\u043e\u0432, \u0412. \u0412., \u0417\u0430\u043a \u0410. \u0417. (1987). \u0423\u0440\u043e\u0432\u0435\u043d\u044c \u043f\u043b\u0430\u043d\u0438\u0440\u043e\u0432\u0430\u043d\u0438\u044f \u043a\u0430\u043a \u0443\u0441\u043b\u043e\u0432\u0438\u0435 \u0440\u0435-\u0444\u043b\u0435\u043a\u0441\u0438\u0438. \u041f\u0440\u043e\u0431\u043b\u0435\u043c\u044ci \u0440\u0435\u0444\u043b\u0435\u043a\u0441\u0438\u0439. \u0421\u043e\u0432\u0440\u0435\u043c\u0435\u043d\u043d\u044ci\u0435 \u043a\u043e\u043c\u043f\u043b\u0435\u043a\u0441\u043d\u044ci\u0435 \u0438\u0441-\u0441\u043b\u0435\u0434\u043e\u0432\u0430\u043d\u0438\u044f. \u041f\u043e\u0434 \u0440\u0435\u0434. \u0418.\u0421. \u041b\u0430\u0434\u0435\u043d\u043a\u043e. \u041d\u043e\u0432\u043e\u0441\u0438\u0431\u0438\u0440\u0441\u043a: \u0418\u0437\u0434. \u041d\u0430\u0443\u043a\u0430.<br \/>\n\u0415\u043b\u044c\u043a\u043e\u043d\u0438\u043d, \u0414. \u0411. (1987). \u041e\u0431 \u043e\u0434\u043d\u043e\u043c \u0438\u0437 \u043f\u0443\u0442\u0435\u0439 \u043f\u0441\u0438\u0445\u043e\u043b\u043e\u0433\u0438\u0447\u0435\u0441\u043a\u043e\u0433\u043e \u0438\u0437\u0443\u0447\u0435\u043d\u0438\u044f \u0440\u0435\u0444\u043b\u0435\u043a\u0441\u0438\u0438 \u041f\u0440\u043e\u0431\u043b\u0435\u043c\u044ci \u0440\u0435\u0444\u043b\u0435\u043a\u0441\u0438\u0439. \u0421\u043e\u0432\u0440\u0435\u043c\u0435\u043d\u043d\u044ci\u0435 \u043a\u043e\u043c\u043f\u043b\u0435\u043a\u0441\u043d\u044ci\u0435 \u0438\u0441-\u0441\u043b\u0435\u0434\u043e\u0432\u0430\u043d\u0438\u044f. \u041f\u043e\u0434 \u0440\u0435\u0434. \u0418.\u0421. \u041b\u0430\u0434\u0435\u043d\u043a\u043e. \u041d\u043e\u0432\u043e\u0441\u0438\u0431\u0438\u0440\u0441\u043a: \u0418\u0437\u0434. \u041d\u0430\u0443\u043a\u0430.<br \/>\n\u041c\u0438\u043d\u0447\u0435\u0432, \u0411. (1991). \u0421\u0438\u0442\u0443\u0430\u0446\u0438\u0438 \u0438 \u0443\u043c\u0435\u043d\u0438\u044f. \u0421\u043e\u0444\u0438\u044f: \u0423\u043d\u0438\u0432\u0435\u0440\u0441\u0438\u0442\u0435\u0442\u0441\u043a\u043e \u0438\u0437\u0434\u0430-\u0442\u0435\u043b\u0441\u0442\u0432\u043e \u201d\u0421\u0432. \u041a\u043b\u0438\u043c\u0435\u043d\u0442 \u041e\u0445\u0440\u0438\u0434\u0441\u043a\u0438\u201d.<br \/>\n\u0421\u043b\u0430\u0432\u0438\u043d, \u0420. (2004). \u041f\u0435\u0434\u0430\u0433\u043e\u0433\u0438\u0447\u0435\u0441\u043a\u0430 \u043f\u0441\u0438\u0445\u043e\u043b\u043e\u0433\u0438\u044f. \u0421\u043e\u0444\u0438\u044f: \u0418\u0437\u0434. \u041d\u0430\u0443\u043a\u0430 \u0438 \u0438\u0437-\u043a\u0443\u0441\u0442\u0432\u043e.<br \/>\n\u0422\u044e\u043a\u043e\u0432, \u0410.\u0410. (1987). \u041e\u043f\u0443\u0442\u044f\u0445 \u043e\u043f\u0438\u0441\u0430\u043d\u0438\u044f \u043f\u0441\u0438\u0445\u043e\u043b\u043e\u0433\u0438\u0447\u0435\u0441\u043a\u0438\u0445 \u043c\u0435\u0445\u0430\u043d\u0438\u0437\u043c\u043e\u0432 \u0440\u0435-\u0444\u043b\u0435\u043a\u0441\u0438\u0438. \u041f\u0440\u043e\u0431\u043b\u0435\u043c\u044ci \u0440\u0435\u0444\u043b\u0435\u043a\u0441\u0438\u0439. \u0421\u043e\u0432\u0440\u0435\u043c\u0435\u043d\u043d\u044ci\u0435 \u043a\u043e\u043c\u043f\u043b\u0435\u043a\u0441\u043d\u044ci\u0435 \u0438\u0441-\u0441\u043b\u0435\u0434\u043e\u0432\u0430\u043d\u0438\u044f. \u041f\u043e\u0434 \u0440\u0435\u0434. \u0418.\u0421. \u041b\u0430\u0434\u0435\u043d\u043a\u043e. \u041d\u043e\u0432\u043e\u0441\u0438\u0431\u0438\u0440\u0441\u043a: \u0418\u0437\u0434. \u041d\u0430\u0443\u043a\u0430.<br \/>\n\u0429\u0435\u0434\u0440\u043e\u0432\u0438\u0446\u043a\u0438\u0439, \u0413. \u041f. (1974). \u041a\u043e\u043c\u043c\u0443\u043d\u0438\u043a\u0430\u0446\u0438\u044f, \u0434\u0435\u044f\u0442\u0435\u043b\u044c\u043d\u043e\u0441\u0442\u044c, \u0440\u0435\u0444\u043b\u0435\u043a\u0441\u0438\u044f. \u0418\u0441\u0441\u043b\u0435\u0434\u043e\u0432\u0430\u043d\u0438\u044f \u0440\u0435\u0447\u0435-\u043c\u044ci\u0441\u043b\u0438\u0442\u0435\u043b\u044c\u043d\u043e\u0439 \u0434\u0435\u044f\u0442\u0435\u043b\u044c\u043d\u043e\u0441\u0442\u0438. \u0410\u043b\u043c\u0430 \u2013\u0410\u0442\u0430.<br \/>\nHandal, G., &amp; Lauvas, P. (1987). Promoting reflective teaching. Supervi-sion in practice. Milton Keynes Open University E.<br \/>\n\u041b\u0418\u0422\u0415\u0420\u0410\u0422\u0423\u0420\u0410<br \/>\nVasilev, V. (2005). Psychological-methodologic, theoretical and applied problems of reflection. abstract. Sofia.<br \/>\nDavidov, V. V, Zak A.Z. (1987). The level of planning as a condition of reflection, The problem of reflections. Modern complex research. ed. on I.S. Ladenko, Novosibirsk: Nauka Publishing House.<br \/>\nElkonin, D. B. (1987). On one of the ways of psychological study of reflec-tion. The problem of reflections. Modern complex research, ed. on I.S. Ladenko, Novosibirsk: Nauka Publishing House<br \/>\nMinchev, B. (1991). Situation and skills. Sofia: University Publishing House.<br \/>\nSlavin, R. (2004). Pedagogical psychology. Sofia:Science and Art Publish-ing House.<br \/>\nTyukov A.A. (1987). Ways of describing the psychological mechanisms of reflection. The problem of reflections. Modern complex research, ed. on I.S. Ladenko, Novosibirsk: Nauka Publishing House<br \/>\nShchedrovitsky G.P. (1974). Communication, activity, reflection. Research of speech-thinking activity. Alma-Ata.<br \/>\nHandal, G., &amp; Lauvas P. (1987). Promoting reflective teaching Supervi-sion in practice. Milton Keynes Open University E<\/p>\n<p>&nbsp;<\/p>\n<p>\u041a\u043e\u043d\u0442\u0430\u043a\u0442\u0438:<br \/>\nProf. Tiha Atanasova Delcheva, PhD<br \/>\n\u0422\u0440\u0430\u043a\u0438\u0439\u0441\u043a\u0438 \u0443\u043d\u0438\u0432\u0435\u0440\u0441\u0438\u0442\u0435\u0442 - \u0421\u0442\u0430\u0440\u0430 \u0417\u0430\u0433\u043e\u0440\u0430<br \/>\ne-mail: ahitdelcheva@abv.bg<\/p>","protected":false},"excerpt":{"rendered":"<p>\u041f\u0421\u0418\u0425\u041e\u041b\u041e\u0413\u0418\u0427\u0415\u0421\u041a\u0418 \u041c\u0415\u0425\u0410\u041d\u0418\u0417\u042a\u041c \u0417\u0410 \u0424\u041e\u0420\u041c\u0418\u0420\u0410\u041d\u0415 \u041d\u0410 \u041f\u0420\u041e\u0424\u0415\u0421\u0418\u041e\u041d\u0410\u041b\u041d\u0410 \u0420\u0415\u0424\u041b\u0415\u041a\u0421\u0418\u042f \u0423 \u0421\u0422\u0423\u0414\u0415\u041d\u0422\u0418\u0422\u0415 \u041f\u0415\u0414\u0410\u0413\u041e\u0417\u0418 \u0422\u0438\u0445\u0430 \u0410\u0442\u0430\u043d\u0430\u0441\u043e\u0432\u0430 \u0414\u0435\u043b\u0447\u0435\u0432\u0430 \u00a0 PSYCHOLOGICAL MECHANISM FOR THE FORMATION OF PROFESSIONAL REFLECTION IN PEDAGOGICAL STUDENTS Tiha Atanasova Delcheva \u00a0 Abstract: The formation of professional reflection in students of pedagogy is related to the effectiveness of their pedagogical realization. On the basis of the concept of [\u2026]<\/p>","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[88],"tags":[65],"_links":{"self":[{"href":"https:\/\/pf-yb.com\/bg\/wp-json\/wp\/v2\/posts\/820"}],"collection":[{"href":"https:\/\/pf-yb.com\/bg\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/pf-yb.com\/bg\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/pf-yb.com\/bg\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/pf-yb.com\/bg\/wp-json\/wp\/v2\/comments?post=820"}],"version-history":[{"count":3,"href":"https:\/\/pf-yb.com\/bg\/wp-json\/wp\/v2\/posts\/820\/revisions"}],"predecessor-version":[{"id":976,"href":"https:\/\/pf-yb.com\/bg\/wp-json\/wp\/v2\/posts\/820\/revisions\/976"}],"wp:attachment":[{"href":"https:\/\/pf-yb.com\/bg\/wp-json\/wp\/v2\/media?parent=820"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/pf-yb.com\/bg\/wp-json\/wp\/v2\/categories?post=820"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/pf-yb.com\/bg\/wp-json\/wp\/v2\/tags?post=820"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}