THE DEVELOPMENT OF PEDAGOGICAL REFLECTION OF FUTURE TEACHERS THROUGH THEIR PARTICIPATION
IN INTERACTIVE TRAINING

Elena V. Kondratenko¹, Natalia A. Biryukova²*, Ilya B. Kondratenko³,
Yulia I. Akhmetshina⁴, Andrey V. Rybakov^{5     
1} Prof., Pedagogical Institute, Mari State University, RUSSIA, 
² Assoc. Prof., Faculty of General and Vocational Education, Mari State University, RUSSIA, 
biryukova316@gmail.com 
³ Assoc. Prof., Interregional Open Social Institute, RUSSIA, 
kondratenkoib@yandex.ru
⁴ Asst. Prof., Faculty of Foreign Languages, Mari State University, RUSSIA, 
yuliaah@mail.ru
⁵ Assoc. Prof., Faculty of General and Vocational Education, Mari State University, RUSSIA, 
andrrrryb@rambler.ru
*Corresponding author

Abstract
In current social and cultural contexts, one of the most important professional qualities of a teacher’s personality is a reflective competence. The teacher with a professional reflection is characterized by a high level of need for self-knowledge and self-development, both personal and professional; a high level of ability to analyze his/her own actions, his/her own self-analysis of professional activity; awareness and presence of perspectives for personal and professional development.

Interactive teaching has a strong potential for developing future teachers' reflective competence. Modern psychology defines interaction as an ability to interact, or to be in a dialogue mode with somebody/something. The term “interaction” is also used to denote cooperation and mutual influence of individuals or groups of people on each other based on a dialogue mode. In the context of interaction, cooperation is understood as direct interpersonal communication, which most important feature is a person's ability to “put oneself in the other person’s place”, that is, imagine how s/he is perceived by a partner or a group of people, and then interpret the situation and state his/her own actions.

The objective of the research was to identify pedagogical conditions that would ensure efficient functioning of the models aimed at developing pedagogical reflection of future teachers through interactive teaching used in the process of their research activity. The article specifies the content of professional teacher reflection, defines its basic characteristics; establishes its connection with other components of a teacher's readiness for research activity. It also covers the essence and the content of interactive teaching in the process of professional teacher training being a system of forms, methods and means of pedagogical interaction, focused on developing professional reflection of future teachers. The authors have identified and given scientific credence to pedagogical conditions ensuring successful development of professional reflection of future teachers in the course of research activity through their involvement in interactive teaching. The basic criteria and indicators of pedagogical reflection developed at university in the process of interactive teaching have been defined.

Keywords: Professional Teacher Reflection, Interactive Teaching, Personal and Professional Development.