SELF-PROJECTING AS A COMPONENT OF THE REFLECTIVE COMPETENCE OF A TEACHER
The article considers self-projecting as a component of the teacher’s reflective competence. Considering reflection as an analytical activity, the authors distinguish a design phase, in which self-projecting processes occur. The research gives an analysis of the concept of “self-projecting” from the positions of different sciences: psychology, pedagogy, management, reveals its relationship with design, in the context of related concepts, defines the essential characteristics, determines the way for its optimal development among teachers of secondary vocational education. Under the self-projecting the authors see a conceptual idea of a new pedagogical paradigm. Using self-projecting in their pedagogical activity in the form of self-construction, self-design, mastering and appropriating schemes and norms of self-organization, teachers develop reflective competence that ensures their professional development.