TAXONOMIC UNITY OF DIDACTICAL CONDITIONS FOR THE FORMATION OF SOCIAL REFLEXION OF A FUTURE TEACHER IN THE HUMANITARIAN DISCIPLINE STUDY PROCESS

Abstract

This scientific work is devoted to the analysis of the taxonomic unity of didactic conditions for the formation of social reflection of a future teacher in the humanitarian disciplines study process. The scientific significance of the article lies in the fact that we determined and substantiated the complex of didactic conditions for the formation of social reflection of a future teacher in the process of humanitarian disciplines studying in their taxonomic unity based on the consideration of the position of system and system-synergistic, complicated, as well as competence and taxonomic approaches to its research. Within the framework of this study, the didactic conditions are treated as system-based, focusing on learning activities in the context of studying humanitarian disciplines. However, since it is about the formation of social reflection as a component (and as a mechanism for the formation) of social, reflexive and socio-reflexive competences of a future teacher, it is important to investigate the problem in a broader – pedagogical context. The problem of consideration the didactic conditions for the formation of social reflection of a future teacher in the process of humanitarian disciplines studying in their taxonomic unity is complex and multifaceted. The main purpose of the theoretical construct created with the hierarchical construction of the leading and subordinate didactic conditions determines the possibility of their practical realization in the complex of natural connections and interdependencies. We see the perspective of this problem studying in a more profound and systematic investigation of the didactic conditions for the formation of teacher’s social reflection competence, as well as the further development of approaches to structuring taxonomic unity in the configuration that will dictate different research priorities, the aspects of studying the problem – up to the creation of student’s own approaches, oriented on the individual trajectory of development.