Senchyna N. Formation of humanities teachers’ pedagogical reflection in postgraduate education

The thesis is dedicated to the problem of formation of humanities teachers’ pedagogical reflection in postgraduate education. Pedagogical reflection of humanities teachers is defined as an integral characteristic of the personality, as a mechanism of professional self-improvement and self-actualization, which manifests itself in the ability of the teacher to take analytical position toward his/her professional activity and him/herself as its subject, considering the developing potential of the Humanities. Reflection is an ability that can be shaped and developed, and the most effectively this is achieved in conditions of specially organized activity, in particular in postgraduate education. The specificity of the professional activity of humanities teachers and their professionally relevant qualities allowed to determine and substantiate the following components of their pedagogical reflection: intellectual, activity-based, personal, and interpersonal. Criteria of the formation of humanities teachers’ pedagogical reflection with corresponding indicators and qualitative characteristics of the levels of its formation Pedagogical conditions for the formation of humanities teachers’ pedagogical reflection in postgraduate education were determined and substantiated, among them: aiming of the content of postgraduate education at the targeted updating of humanities teachers’ pedagogical reflection; organization of the reflexive educational environment; updating of the content of postgraduate pedagogical education and implementation of active reflexivity-based technologies within course and intercourse periods; dominant role of the reflexive practice for the formation of humanities teachers’ pedagogical reflection in postgraduate education. were provided.