TEACHING THE EDUCATIONAL COMPONENT OF "PEDAGOGICAL AND PSYCHOLOGICAL REFLECTION FOR TEACHER SELF-DEVELOPMENT DURING WARTIME" IN POSTGRADUATE EDUCATION SETTINGS
DOI:
https://doi.org/10.54662/veresen.1.2023.04Keywords:
educational process, modular training, prognostication, reflection, self-knowledge, self-development, teacher, warAbstract
This article emphasizes the importance of developing reflective skills as a primary factor in the self-development of teachers, especially during times of military events. The article aims to identify key aspects of psychological assistance to educators during wartime, and argues for the implementation of modular and developmental training that addresses the issue of reflective activity during crisis periods. Furthermore, the article highlights the relevance of creating educational and methodological complexes that promote the mental well-being of participants in the educational process, especially in postgraduate pedagogical institutes. The focus of attention is on the development of reflective processes among teachers.
The article introduces a comprehensive program of a module on reflexive simultaneous cooperation and interaction for postgraduate education students, which was designed, systematized, and implemented. It stresses the importance of psychological and pedagogical support in stabilizing the mental state of teachers, specifically by cultivating the ability to sustain life through reflective methods.
The author presents the situation of professional activity during the period of military aggression as a stressful experience. The article identifies reflective thinking as a crucial skill for participants of the educational process to cope with crisis events in life. The author relies on the conceptual provisions of cognitive-behavioral therapy, which is based on the principle of critically rethinking one's perception of reality and behavior. Additionally, the article emphasizes the significance of professionalism and mastery of pedagogical staff during wartime as a priority for society. It characterizes reflective exercises that create a research problem in searching for ways to adapt to changes and motivate self-education. The article encourages the analysis of experiences and mistakes.
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