International Journal on Integrated Education e-ISSN : 2620 - 3502

p-ISSN : 2615 - 3785

https://journals.researchparks.org/index.php/IJIE

Model of Social Reflection in the Teacher's Professional Activity

Haydarova Mehri
Uzbekistan, Senior teacher of the Surkhandarya region national center for training pedagogues in
new methods

Abstract: The article reveals the content of the concepts of reflection, reflection model, types of
reflection. The teacher's reflection is considered as an integral part of his professional activity.
The characteristic of the model of the structure of reflection in the professional activity of the
teacher– educator is carried out.
Keywords: reflection, reflection model, types of reflection, professional reflection, conceptual
model, operational model, level model.
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INTRODUCTION. There are many factors that influence the formation and development of a
teacher's professional skills. The concept of professional reflection in the field of pedagogical
activity is of particular interest, where an attempt is made to reveal its specific features from the
selected general, typical features of the professional's reflection activity. Reviewing and studying
these concepts allows us to get closer to understanding the mechanisms of professional
development of a teacher.
At the current stage of the development of society, high demands are placed on the professional
skills of specialists. A modern specialist is a person who is able to analyze, correct and improve
his professional activity. A prerequisite for this improvement is professional reflection. It should
be noted that reflection is the ability to focus on oneself and to acquire as an object with its own
meaning - the ability to know oneself. Therefore, the reflection of pedagogical activity should be
considered as a quality characteristic of everyone who performs such activity. The higher the
reflective skills, the higher the general level of the culture of professional pedagogical activity.
The highest is characterized by a critical and adequate assessment of various aspects of one's
personality and activity, a clear understanding of the reasons for creative success and failure, and
predicting the development of new qualities in oneself.
MAIN PART. The level of reflexive self-management of the teacher corresponds to his
professional skills and is the psychological basis of his pedagogical creativity. Reflection is one
of the important factors of personal self-development in general and professional development in
particular. Understanding his mental processes, a person often critically evaluates the negative
aspects of his inner world. And this makes a person capable of self-improvement. With self-
knowledge, a person will never remain the same.
Descriptive features of reflection activities can be presented in the form of a systematic model.
We will dwell in detail on three main models of the structure of reflection in the professional
activity of a teacher-pedagogue: conceptual, operative, level. The conceptual model of thinking
considers the versatility of pedagogical thinking aimed at solving pedagogical tasks of different
levels of structural complexity, reflecting the logic of applying pedagogical activity [1].
These are, first of all, tasks of a design nature that arise during the construction of methods and
means of pedagogical influence (development of effective educational forms of organizing
educational activities (lessons), selection of educational tools, etc.) .
Secondly, these are tasks of an executive nature that arise during the implementation of

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International Journal on Integrated Education e-ISSN : 26203502
IJIE | Research Parks Publishing (IDEAS Lab) p-ISSN : 26153785

methodological ideas and projects (idea transfer, current correction of the original program,
quick proof or change, etc.).
Thirdly, these are tasks of an analytical nature, related to understanding and summarizing one's
work experience. If the reflective elements in solving tasks of the executive type seem to be
dissolved in practical activity, they perform their main "feedback" function, then the tasks of the
projective and even more analytical type are more "reflexogenic" lib is their effective solution. it
is possible only when the teacher enters a reflective position in relation to his work.
The pedagogue-educator can perform tasks in the process of professional activity in two different
ways [1; pp. 149– 150]:
when implementing tasks in practice, the pedagogue does not think about them, if they
successfully perform the intended task. goals at a certain stage of pedagogical activity;
when there is a "discrepancy" between the plans and the actual results of the activity, the teacher-
pedagogue is forced to turn not only his executor, but also his planning actions into an object of
analysis. The teacher begins to analyze all the components of the situation, he makes the
necessary assessments and conclusions, taking into account the construction of solutions,
optimization of activities. By performing these actions, the teacher-pedagogue begins a new
attitude to his activity. These reflexive actions are manifested in:
in the teacher's effort to understand the internal mechanisms of the educational process, in
determining why some methods of teaching are effective and others do not contribute to the
development of the child, in determining some general laws. regulation of the educational
process, etc., that is, in the desire to get into the essence of all phenomena that were not
problematic for him before;
the productivity of the teacher's analysis of his practical experience, which allows him to
"alienate", is available only for further understanding in the context of science experience and its
communication to others;
in the constructive direction of the analysis, which allows the teacher to distinguish separate
independent tasks from the general structure, the solution of which requires specific methods and
approaches.
Thus, the educational process can be considered as a process of sequential solving of design,
executive and analytical tasks by the teacher, which allows him to approach the search for means
of their implementation in a more differentiated way. According to this model of the structure of
reflection, its types are distinguished depending on the stages of the educational process. There
are two main stages of teacher training:
"pre-active" - that is, "before the class", it is related to the processes of preparation for the class:
planning, designing the material, determining the general idea of the class;
"interactive" – "in class". This stage is the process of direct communication with children at work
[3; page 29].
In many ways, the operational model is close to the approach to understanding the psychological
phenomenon of teacher reflection in American pedagogical psychology [3]. This foreign concept
of professional reflection is based on the research paradigm of professional training of teachers,
which is based on D. Dewey's idea of the fundamental difference between a standard teacher-
pedagogue and a reflective teacher-pedagogue [2, 19– page 22]. This theoretical reflection model
was developed by the authors in the form of its operational structure. This concept, despite the
different specific approaches to its implementation in educational practice, includes three basic
principles.
1. Problematicity of pedagogical situations (that is, any pedagogical situation is a problematic
situation). The first basis of this concept assumes that the teacher-pedagogue, taking into account
this specific situation, takes into account all the conditions and means to solve it as an alternative
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to the traditional, stereotypical approach. A teacher-pedagogue must deliberately look at the

situation with "new" eyes, avoid its template, standard solution, reveal its "internal conditions"
for himself, realize the uniqueness and uniqueness of each individual situation. , tries to think
about the most traditional cases. , children's questions, "to faith" without thinking [2; pp. 19–
20].
2. Research approach to solving pedagogical tasks. In this concept, this approach cannot be
simply declared, but it is ensured in practical terms, that is, it implies that the professional
training of teachers should be directed to the development of research skills and competencies, to
the formation of the researcher's practical thinking [ 2; 21].
3. Ontological status of the complex of all events in the formation system. This reason comes
from the social nature of the educational content, and the teacher-pedagogue, who is able to
reason in the analysis of his activity, also evaluated the educational process from the point of
view of its compatibility with the psychological characteristics of children, the content and level
of compliance with the goals and needs of society. assumes that it relies on both professional and
socially important criteria [2; pp. 21– 22]. The types of reflection in this model differ depending
on the teacher's reflection subject plan. As noted in a number of studies, two different types of
reflective orientation of consciousness interact in the process of reflective management of
education:
teacher- pedagogue's own actions, i.e. research "on himself";
teacher-pedagogue's research of students' actions, i.e. "on children". These two types of
reflection can occur synchronously with the combination of their object planes.
In this case, the teacher-pedagogue has a very difficult task - to flexibly connect the real picture
of the student's actions with reflection, reflection analysis of his actions to complete the
educational task, and to build methodological approaches for teaching. . Correlation and
development of appropriate actions of children.
Student-oriented reflective activity has its own characteristics. According to various studies, the
priority concentration of professional reflexive analysis on the student is not only the result of
the influence of some situational factors or personal qualities of the teacher, but to a large extent
the result of the teacher's professional evolution. The child is the main base of the teacher's
reflexive mind, which guides and regulates all his actions.
However, the development of these relations in the "teacher-child" pedagogical system does not
happen immediately or by itself. This process is determined by several factors, one of which is
the professional growth of the teacher-pedagogue, his accumulation of certain practical
experience and his understanding, the gradual formation of his professional and personal beliefs,
and his orientation towards values.
Consider the tiered model. The level of reflexive thinking of the teacher-pedagogue, which is the
basis for this model of psychological reflection, corresponds to the functional roles performed by
the pedagogue in his professional activity.
At the executive stage of the educational process, the teacher acting as a "communication
specialist" has direct contact and interaction with the student, who reflexively controls his
activities. This level of reflective analysis is based on certain content developed in advance at a
higher reflective level.
At the constructive-methodical stage of thinking, the functional position of the teacher-
pedagogue "expert designer" is suitable. In this case, the scope of reflective analysis expands,
because it is built in relation to the entire pedagogical situation modeled by the teacher-
pedagogue. The temporal direction of thinking is multifaceted: retrospective analysis of one's
previous actions, determination of their efficiency level, understanding of cause-and-effect
relationships characterizing the state of analysis, on the basis of which a forecast is made and
provides education. the situation is reflexively modeled, and it becomes an operative plan of
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International Journal on Integrated Education e-ISSN : 26203502
IJIE | Research Parks Publishing (IDEAS Lab) p-ISSN : 26153785

executive actions of the teacher-pedagogue. The highest level in the structure of reflection is the
level of meta-analysis, to which the teacher-pedagogue seeks to understand his practical
experience.
The functional position of the "analyst-researcher" encourages the pedagogue to think about his
professional activity, evaluate his achievements and failures, and define new perspectives. At
this level of reflective analysis, leading ideas are formed in the pedagogue's professional
consciousness, which summarize his professional "philosophy" and direct his practical activities.
The teacher's reflective meta-analysis is also aimed at understanding the experience of other
educators, which allows the teacher-pedagogue to "absorb" parts of this experience into his
practical strategy and use it with maximum efficiency in his work. Types of reflection in the
level model are classified according to the nature of the tasks to be solved:
when the performer-teacher fulfills the function of "communication specialist", he stimulates the
synchronous reflection accompanying the actions, as if serving them. and coincides with them in
terms of time.
constructive - when the teacher performs the task of "expert-constructor". The teacher makes his
planning and constructive actions the subject of analysis, that is, his reflective plan is future-
oriented and generally has a prospective, predictive direction.
analyst - when the teacher performs the function of "researcher-analyst".
Reflection is aimed at analyzing, evaluating, summarizing one's own experience and
understanding the experience of other teachers. The problematic nature of professional thinking,
the content and depth of the problems that are the subject of reflective analysis of the teacher
pedagogue, another level of reflection model developed by M. Van Manen, K. Zeichner, D.
Liston, D. Liston, K. Van Manen and others. constitutes the conceptual basis [4].
The first level of reflexivity - executive - is characterized by the regulation of professional
thinking, which is manifested in the purposeful orientation of the effective and efficient
application of knowledge acquired during the training process to achieve the a priori accepted
activity goal. as something given from without. At this level, neither the educational goals, nor
the elements of the educational situation considered in the context of the group, the children's
educational institution, the society as a whole are presented as problematic.
The main content of the pedagogue-educator's analytical activity is his practical actions, their
productivity, that is, the manifestation of their immediate return in the form of mastering some
educational materials by students. At the same time, actions in practice are analyzed and
evaluated as "right" and "wrong" depending on the degree of compliance with specific
professional knowledge. The second level of reflexivity is reason, which is related to the
teacher's understanding of the causal basis of his actions and their consequences. The content of
the analysis is the initial conditions of the situation and the ideas that determine the effect of the
initiated action. At this level of reflective analysis, the teacher considers the specific pedagogical
situation as a manifestation of more general psychological-pedagogical laws.
The third level of reflexivity is critical, based on the inclusion of moral and ethical criteria in the
analysis. At this level, the main question becomes a problem: what goals, forms, methods and
what meaningful formations lead to the confirmation of just and progressive forms of social life.
Both the learning process (goals and means) and the general learning situation (learning context)
are problematic here.
According to E.A. Bessonova, this model of reflection in the teacher's professional activity is
based on his regulated, technically rational thinking, his operational plan is planned taking into
account the professional, moral, ethical and broad social criteria of evaluating the pedagogical
situation limited in the space of "here and now" represents a unique evolutionary part of
professional reflective thinking to the level of professional thinking with character [5].

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International Journal on Integrated Education e-ISSN : 26203502
IJIE | Research Parks Publishing (IDEAS Lab) p-ISSN : 26153785

CONCLUSION. Reflection in the teacher's professional activity can be presented in the form of
three models: conceptual, operational, level. In this, depending on the level of development of
pedagogical thinking and reflex consciousness, the teacher forms leading ideas and makes a
practical analysis. evaluates research efforts, education and upbringing process from the point of
view of adequacy of children's psychological characteristics.
The essence of the conceptual model is to consider the versatility of pedagogical thinking aimed
at solving pedagogical tasks of different levels of structural complexity and to distinguish types
of reflection depending on the stages of the educational process.
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