Reflexive practices in the world of education

Abstract

The article reflects the results of a study of approaches to the implementation of reflective practices in Russia and abroad to confirm or refute the hypothesis that the observed unwillingness of teachers to conduct reflection with students in general education, as well as resistance from students / students, is systemic, and search for the reasons for the observed phenomenon. The conducted exploratory studies made it possible to generalize approaches to the implementation of reflective practices for the subsequent development of author’s methodological recommendations that minimize the psychological barriers of reflection participants. It is shown that the generally accepted concept of «reflection» in various scientific and methodological schools is absent. To discuss the practical aspects of the implementation of reflective practices, the most significant, in the opinion of the authors, models of reflection were implemented. The study revealed a difference in the understanding and implementation of reflection and reflective practices in Russia and abroad. In the English field, reflection is perceived more widely (including for analyzing the emotional reaction to an event), in Russia the concept of «reflection» is perceived more harshly, challenging what is considered «reflection» and what is not.