The problematic nature of reflective practices in education

Abstract

The article presents problematic aspects of the implementation of reflective practices in education, identified based on the results of a review of Russian and foreign experience. Within the framework of the study, “reflection” is understood as the process of “looking at oneself and one’s activities from the outside,” and “reflective practice” is understood as the direct activity of organizing and conducting reflection (in oneself and in others).An analysis of the problematic nature of reflective practices was carried out to identify sources of resistance to their use in the educational process. The study was conducted based on materials from research teams analyzing “external” practices, as well as teachers summarizing their own experience.As a result of the research, sources of problems in the implementation of reflective practices were identified: deficits in the concepts and models of reflection; technological and organizational features of educational processes in schools, universities, colleges; as well as cultural and psychological characteristics of the age-related development of participants in educational activities (children, adolescents, youth). The formulation of the problem for the development of a model of reflective practice and recommendations for its implementation in order to minimize negative reactions of participants in educational activities (teachers and students) are formulated. Conclusions and generalizations about the problems of reflective practices are presented in terms of their integrity of ideas about the foundations of reflection, the compatibility of local and international approaches to organizing reflection, the conflict nature of practices, and possible support for organizing reflection in a “mass” school. Based on the research results, the “Personality Diamond” model of the student’s educational profile has been updated.