Мodern Methodology of Education Science: Importance, Role and Position of Reflection Theory

The article outlines the results of an empirical study investigating the correlation between the indicators of reflexivity and indicators of the self-actualization process among the students majoring in "Primary Education" (from 2 to 5 courses). The goal of the article is to provide a qualitative description of the established relationship between the studied properties. With the help of diagnostic methods, the relationship between the levels of students’ reflexivity was established with such indicators of their self-actualization as: components of the reflexivity process, types of reflexivity, life-purpose orientations, levels of student aspirations. By studying the correlation of the reflexivity levels and individual self-actualization indicators of future teachers at a qualitative level, a link was established between them. In particular, the profile of a person with high and medium levels of reflexivity is characterized by the perspectiveness of reflection, i.e. marked tendency of future teachers towards thinking about future activities, planning, presenting the goal and results of their own professional activities; the expression of personal and professional components of reflection, which demonstrates their desire for self-awareness, attention to human nature, reflection on the potential of professional self-actualization; realistic level of aspirations, which distinguishes their confidence, persistence in achieving the goal and significant productivity. The profile of a person with a low level of reflexivity is characterized by retrospectiveness of reflection, i.e. the tendency to analyze their own mistakes, thinking about the causes, preconditions, motives of activity; the expressiveness of the emotional component of reflection, which demonstrates the focus on primitive vision of human nature and prevalence of emotional evaluation of events, experience and events; unrealistic low level of aspirations, which causes difficulties in defining student goals and ways to achieve them, difficulties with the implementation of their own life plans, as well as increasing demands on others. One of the problems of such students may be planning their own actions in the near future and their correlation with the professional perspective.

The Study of the Relationship Between the Levels of Reflexivity and Indicators of Self-Actualization Among Future Primary School Teachers in Higher Education Institutions

Borysov

Lupinovich

2020

Psychological Foundations for Child’s Forming as a Subject of Life-Creation in the Educationalspace of the New Ukrainian School.

Mavrin¹

2020

The article analyzes the priority and opportunities of the child's formation as a subject of life-creation in the educational space of the New Ukrainian School. The fundamental ideas of the humanistic and existential psychology’s founders and modern scientists regarding the conscious and creative attitude of the individual to his life as a prerequisite for its self-actualization in the mode of being and the realization of freedom of life (A. Maslow, E. Fromm), the ideas of setting a life goal, determining meaningful life orientations and developing life personality strategy (K. Abulkhanova-Slavskaya, A. Adler, R. May, G. Allport, K. Rogers, V. Frankl), the ideas of individual readiness for life innovations in the process of self-projection (N. Samoukina, T. Titarenko) are analyzed. There were defined the life-creation methods of personality self-development as a subject of life (F. McGraw, A. Molloy, I. Pidlasa). It is shown that the priority of the psychological support of the educational process in the New Ukrainian School is the formation of students as subjects of life creation through the development of their ability to anticipate life, internality, optimistic perception of life prospects, stress resistance and motivation to achieve success. It was established that the fundamental ideas and modern approaches to the interpretation of the problem of formation of the individual as a subject of life-creation fully correspond to the conceptual priorities of the New Ukrainian School, which is designed to bridge the gap between the educational process and the requirements of society. It is revealed that the psychology of life-creation is a holistic scientific concept, which was formed on the fundamental ideas of humanistic and existential psychologists and is now actively developing within the psychology of personal life. There were defined the technologies and forms of work within the framework of psychological support of students in the educational space of the New Ukrainian School. These include: technology of life design, technology of organization of life-cognitive activity of students, psychological counseling and facilitation, training forms of psychological work, in particular, trainings of personal growth, trainings of self-determination and trainings of construction of life perspective.

Psychological and Pedagogical Conditions of the Internality Formation as a Factor of the Future Psychologists’ Personal and Professional Self-Development

Кетлер-Митницька¹

2020

The article considers the psychological and pedagogical conditions of personal and professional self-improvement of future professionals, including psychology students. Such conditions include technologies of self-education and self-education, specially designed forms, methods and approaches of interactive work, focused on stimulating of motivation and expanding of self-development resources. In the process of professional training of future psychologists, specially designed training sessions are crucial if specific content and methodological requirements for targeted training of personal and professional self-development are taken into account. Usually such training is realized by activating the internal factors of self-improvement process, one of which is internality - a personal property that acquires special significance in the context of the specifics of a psychologist’s professional activity. It is assumed that an effective psychological and pedagogical condition for the formation of internality as a factor of future psychologists’ personal and professional self-development is a specially organized educational activities of students. In this regard, a special training course "Theoretical and methodological foundations of the future psychologists’ internality formation" was designed. The methodological basis of special training course is a personal-acmeological approach and experimentally substantiated data concerning the results and means of applicants’ for higher education personal and professional self-development. The purpose, tasks, psychological and pedagogical conditions of formation of students’ internality by educational materials are formulated. The structure of the special course, the content of classroom and independent work are revealed, the forms of control are offered. The content and methodological features of the special course, which contribute to the formation of internality as a factor of future psychologists’ readiness for personal and professional self-development, and the expected learning outcomes are highlighted.