DEVELOPMENT OF FUTURE TEACHER' S REFLECTIVE COMPETENCE IN UNIVERSITY EDUCATIONAL ENVIRONMENT
The article considers theoretical and methodological grounds of the process of future teacher's reflective competence formation. The author pays special attention to the ways of modeling and carrying out this process in university learning environment. The idea of the research is the fact that effective formation of a student's reflective competence considered in terms of reflective activity is based on dialogue interaction, subject relations, presence of different positions and individualization. All of this is implemented by collective and nonlinear studying at university and by deliberate choice of the content, forms, methods and means of teaching in university learning environment. The goal of the research is to develop, reason and implement theoretical and conceptual grounds of forming future teacher's reflective competence in university learning environment. The main methods of the research are based on analysis and generalization of the results of Russian and foreign scientists, research work in the sphere of higher education. The author uses the following approaches and studies as the base for the research: subject and activity approach to the process of formation of subject of learning and professional activity; personality and activity approach in higher education; multi-subject approach to the organization of learning process; the theory of interiorization of common historic experience, personality development and transition of joint activities to a subject's inner plan; research of reflection problems; scientific works on the problems of collective training sessions. Results. The longitudinal study has proved experimentally the correctness of the concept and model of forming future teacher's reflective competence in university learning environment. It has also shown the interconnection of university learning environment characteristics and individual educational program, both of which ensure the formation of future teacher's reflective competence. Conclusion. The research results show that the forming of future teacher's reflective competence in university learning environment is a long process that should be deliberately organized. Pedagogic conditions which increase the effectiveness of the process of forming future teacher's reflective competence can be used with the purpose of improving modern higher education and implementing «Our new school» educational initiative. The main point of forming future teacher's reflective competence is personality and professional development.