Сooperative reflection as a tool for shaping the professional subjectivity of a future teacher

the formation of professional pedagogical subjectivity is an essential aspect of the training of future teachers, requiring reflection and transformation of professional experience. In this context, reflection, in particular, cooperative reflection, is of particular importance as a tool for forming an active, creative and responsible position of a specialist. The purpose of the study is to study and evaluate the role of cooperative reflection in the formation of professional subjectivity of students-teachers. Hypothesis. Cooperative reflection, contributing to self-analysis in collective activities and taking into account external assessment, is an effective means of forming the professional subjectivity of future teachers. Methodology. The research is based on a personality-oriented and systematic approach. The following methods were used: analysis of theoretical foundations (theories of subjectivity, reflection, FGOS HE), synthesis method for integrating theory and empirical data, psychological and pedagogical methods, including pedagogical experiment. The experimental part included self-assessment of students and collecting feedback from classmates (cooperative reflection) to identify the dynamics of self-image as a future teacher. Results. The experiment showed that cooperative reflection, stimulating internal dialogue and understanding of multiple points of view, helps students rethink their professional selves, form a new, integrated image and strengthen subjective actions. It is established that without specially organized pedagogical conditions conducive to cooperative reflection, the dynamics of professional subjectivity remains insignificant. Conclusions. Cooperative reflection acts as an effective tool for the purposeful formation of professional subjectivity of students-teachers. The study confirms that the active inclusion of cooperative reflection mechanisms in the educational process of the university allows students to better understand their motives, values and expectations, contributing to their formation as active and responsible subjects of pedagogical activity.

professional subjectivity, reflection, cooperative reflection, students-teachers, professional development, self-assessment, pedagogical education, competence, introspection