Pedagogical reflection - two contexts: experience, introspection and self-consciousness or personalization and activity. Part 1
The article deals with the traditional subject of study and formation - reflection. Reflection is presented in the context of professional activity of a teacher as a pedagogical reflection. The review is carried out in an analytical and critical manner. Criticism is defined by the widespread use of the term in which reflection becomes an attribute characteristic of many constructs from professional experience to competence, as well as the very personality of the teacher. The purpose of the article is to clarify the limits of applicability and, accordingly, the content of the concept of reflection. To organize the set of definitions and characteristics of pedagogical reflection, they are initially divided according to the chronological localization of their subject, three time areas and corresponding types of reflection are identified: retrospective, timeless and perspective. In relation to this conditional typology, we consider the reflection of professional experience, reflection as an attribute of self-consciousness, reflection as an assessment of the prospects for professional growth, reflection as competence, and reflection in the context of gaining professional identity. Techniques of actualization of reflection and work on optimization of self-consciousness and professional identity of the teacher are briefly considered. The text is not limited to the review, it contains critical remarks, the main direction of which is an indication of the fundamental limitation of the considered works to the field of introspection, the limited understanding of reflection as an exclusively internal process or, as in the case of professional identity, located on the border of self-consciousness and role repertoire (image). The activity of the teacher, the means of its design and implementation, and the effects produced by this activity in the minds of students are beyond this highlighted boundary, which is extremely important for reflexive thinking. In the second part of the article, we intend to go to the analysis of the content and role of reflection in the context of personality, subjectivity and activity of the teacher, choosing the pedagogical action as the unit of analysis.