DEVELOPMENT OF REFLECTIVE SKILLS OF FUTURE TEACHERS IN THE CONTEXT OF AN ACTIVITY-BASED APPROACH

Abstract

The article considers the theoretical and practical aspects of developing reflective skills in students of pedagogical universities within the framework of an activity-based approach. The importance of pedagogical reflection as the basis for the professional growth of a teacher is proven. Effective forms and methods of developing reflection are highlighted, including a portfolio, a reflective diary, self-analysis of video recordings of lessons, and situational methods. The results of the experimental application of an activity-based approach to the educational process are presented and practical recommendations are given.