ЕМПІРИЧНЕ ДОСЛІДЖЕННЯ РЕФЛЕКСІЇ ТА ПРОФЕСІЙНО ЗНАЧУЩИХ ВЛАСТИВОСТЕЙ ОСОБИСТОСТІ ПЕДАГОГА

The results of empirical study of reflection and professionally significant 
qualities of pedagogue showed the expediency of appliance of polyprocessual 
approach to the reflection as a macroprocess, which includes distinct complexes of 
reflective processes. Quantitative analysis of teacher’s reflection processes, that 
provide the regulation of his/her professional consciousness, perception and 
understanding of pupils’  psychological features, peculiarities of conducting of 
pedagogical interaction, demonstrated the selective character of teacher’s reflection display. Thus, professional self-awareness is maintained by personal reflection; 
social-perceptive skills are related to social reflection; interaction with pupils 
corresponds with personal and social forms of reflection. Though, the synergy of 
these forms of reflection in the framework of pedagogical interaction was not 
revealed. In the models of pedagogical interaction that define basic features of 
teacher’s professional reflection (capability to administer simultaneous control of 
value and operational components of his/her own activity and to aware of regulative 
factors of pupil’s learning) no significant correlations between different forms of 
teacher’s reflection were elicited. It has been determined that the development of 
distinct forms of reflection didn’t have the linear connection with integral indicators 
of reflection. This confirms the existence of such quality of reflection as its 
partiality. The results of the empirical study proved that effective parameters of 
teacher’s professional qualities, which characterize his/her ability to emotional 
respond to the emotional experiencing of other person, are maximal at average 
significance of reflection’s development. The quantitative and qualitative analysis 
allows to assume the influence of teacher’s personal values on the regulative 
contour of professional activity and its dependency on specific forms of reflection.