Аннотации:
The need for changes in modern education requires formation of teachers' reflexive position in pedagogical activity. The article considers reflection as a pedagogical phenomenon, describes technological conditions and stages of the teachers' pedagogical reflection development. The levels of teachers' pedagogical reflection are characterized, as well as the corresponding types of teachers and pedagogical reflection component structure. The empirical study consisted of ascertaining and formative experiment. Experimental (150 people) and a control group of respondents (170 people) were formed from the teachers of secondary schools in the Republic of Tatarstan, Russia. Pedagogical monitoring was performed using the authors' procedures determining the level of pedagogical reflection, questioning, interviewing, as well as A.V. Karpov's procedures for determining the reflexivity. Formative experiment suggested in the implementation of the developed technological conditions. The results of the experimental work confirmed the effectiveness of the development of pedagogical reflection using the reflective learning and technological conditions of its implementation.
