REFLECTIVE APPROACH TO THE DEVELOPMENT OF TEACHERS’ PROFESSIONAL COMPETENCE AT THE TEACHER TRAINING CENTRES IN GERMANY

Abstract

The author of the article analyzes the concepts “reflection” and “self-reflective training”, which are based on the ability to conduct analysis and self-analysis of teachers’ professional actions or activity as a whole in order to improve them; characterizes reflective approach to the teachers’ professional development; summarizes the range of activities of teacher training centres in terms of reflective teacher training; describes the forms and the methods of reflective teacher training in the course of three phases of training. It was determined that the main methods are the method of observing, analyzing and diagnosing a pedagogical phenomenon, a part of a lesson or the whole lesson; the method of one-to-one training between a mentor or teacher of the university and teacher trainees; and the peer analyzing method. Reflective learning is inextricably linked to teachers’ practical activities. The main function of teaching practice in the 1st phase of training (university studies) is systematic and purposeful development of trainees’ reflective skills, skills of analyzing a lesson provided by using the method of one-to-one training between a mentor or a teacher of the university and a teacher trainee and the peer analyzing method at the seminars held at the university. The 2nd phase (Referendariat) provides a further development of reflective competence of trainees through individual support by mentors and coaches. It was found out that the peer analyzing method is gaining more importance for analyzing trainees’ and teachers’ lessons at educational seminars. The article focuses on the activity of teacher training centres regarding reflective training of students, trainees, teachers, beginners and experienced teachers in terms of organizing and holding joint seminars and workshops with the use of peer analysis and experience exchange between the individuals of the educational process.