The manuscript deals with to the problem of the development of professional reflection of future leaders of instrumental ensembles in the process of professional training. The study contains new, previously unsolved scientific provisions, which consist in scientific substantiation and experimental verification of the effectiveness of pedagogical conditions, forms, methods and means of their implementation for the successful development of professional reflection of future leaders of instrumental ensembles.
Based on the analysis of related to the research problem philosophical, psychological, pedagogical, culturological and art literature, which is devoted to understanding the essence of the concepts “reflection”, “professional reflection”, “artistic reflection”, it is stated, that at the present stage of development of science that there are different interdisciplinary interpretations of this complex diversity, aspects and specifics of the application of professional reflection in practice.
We formulated the definition of the “professional reflection of the leader of an instrumental ensemble” concept, based on the study of scientific materials on the problem of professional reflection in the context of managing collective performance.
The work emphasizes that in the modern dynamic conditions of the today it is important to be not only a qualified and competent specialist, but also to have the ability to professional reflection, that is a necessary component of the design of creative activity, which ensures professional growth and assessment of the own “Self”.
The component structure of development of professional reflection of the leader of instrumental ensemble which consists of value-motivational, cognitive-cognitive, personal-communicative and activity-creative components is defined, and the characteristic of each of them is carried out.
Theoretical substantiation of pedagogical conditions of development of professional reflection of future leaders of instrumental ensembles has been carried out.
A methodology for the development of professional reflection of future leaders of instrumental ensembles in the process of professional training that corresponds with the requirements of educational standards has been developed and experimentally tested, and its components are determined, such as: purpose, structure, principles, pedagogical conditions, stages of research, organizational forms, teaching methods, criteria and results.
At the formative stage of the experiment, the methodology for the development of professional reflection of future leaders of instrumental ensembles in the process of professional training was theoretically substantiated and experimentally tested, which is presented as an integral system of interrelated structural components subordinate to the goals and objectives of the effective development of professional reflection of future leaders of instrumental ensembles, encompassing four stages of experimental work.
The effectiveness of the methodology used for the development of professional reflection of future leaders of instrumental ensembles during the formative experiment was established due to the measurements that were carried out in the experimental and control groups. The verification of the results of our study was implemented in the process of carrying out diagnostic sections at the beginning of the forming part of the research work and at the time of its completion.
It has been established that the fundamental principles of the proposed methodology is the unity of educational goals to stimulate motivation of students to develop professional reflection and take into account the specifics of the stage-by-stage of its development in the course of professional training in the educational process. According to the results of the experimental work, a positive dynamics was established in the nature and levels of development of professional reflection in the experimental group in comparison with the control, which confirms the expediency and effectiveness of the implementation of the developed organizational and pedagogical conditions in the educational process of higher educational institutions.
