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3Suyunov Asror Gulomovich
Independent researcher, Tashkent state pedagogical university https://doi.org/10.5281/zenodo.8101043
Abstract. In this article, the importance of the reflexive-evaluation position in the professional self-development of the teacher is scientifically andpedagogically based. Also, the main functions of the reflexive-evaluation position of the teacher are defined.
Keywords: professional self-development, reflexive-evaluation position, pedagogical activity, motive, concept "I".
In a rapidly changing social environment, self-development is one of the main competencies, because only an actively developing specialist can meet the requirements of the times and the new requirements of the professional environment. In modern conditions, specialists striving for continuous professional improvement and self-development are becoming the main resource for socio-economic changes and the introduction of innovative technologies in various spheres of society. The effectiveness of solving non-standard tasks in constantly changing conditions is directly related to the process and results of personal and professional self-development.
Professional self-development of a teacher is a complex and contradictory process of self-improvement, organization of personal and professional qualities, knowledge and skills, objective control of one's activity and its results. It requires the ability (skills) of self-awareness, learning and self-assessment from the teacher.
This is done primarily on the basis of developing a reflexive-evaluative position. Its formation is carried out on the basis of the theory and practice of pedagogical reflection and requires the teacher to have appropriate knowledge and skills. The presence of a reflexive-
pedagogical and social significance of the professional-pedagogical experience and the achieved results in a maximally constructive and balanced, holistic and systematic way, to identify educational problems, strengths and weaknesses, the causes of problems, allows you to determine the ways of optimal self-improvement and self-education.
Currently, the successes achieved as a result of the implementation of reflexive activities of pedagogical teams in educational institutions indicate that reflection is becoming one of the important criteria of education and training.
A.A.Khalikov researched the directions of formation and development of reflexive skills in future teachers as follows: formation of ideas about reflections and reflexive abilities; mastering and developing reflexive skills in pedagogical practice based on self-analysis and diagnosis, making corrections to one's professional activity; creating a special system of forming reflexive skills in students and reorganizing the educational process accordingly [3].
In his research, S.Y.Makhmudov showed the level of readiness of pedagogues for personal and professional development, the change of their motivation for innovative-variational training,
the increase of self-assessment of pedagogues, self-reflection believes that it is related to having methods [2].
In current modern pedagogical research, many scientists positively approach the classification of reflection proposed by S.Y.Stepanov and I.N.Semyonov [5]. He distinguishes the following types of reflection and their areas of scientific research: intellectual, personal, communicative, cooperative reflection.
We try to systematize the main aspects of the teacher's reflexive and evaluative position formation process as a condition for his effective professional self-development.
In this case, general thinking ability is presented as a set of individual skills (elements), in particular:
- to be able to see the conflict that is the cause of the movement of thought;
- implementation of a dialectical approach in analyzing the situation;
conditions; content;
and achievements, causes and meaning.
Common symptoms of this process:
- the teacher's ability to solve non-standard pedagogical problems;
- creating together, looking for new things;
- the desire and ability to study and evaluate the importance of the results of one's own ideas and activities, to evaluate their effectiveness and optimality.
position as a psychological-pedagogical mechanism and the main points that reflect the conditions
- assessment, development and implementation of a system of generalized methods of determination of the value-semantic content of developing oneself and others from it;
subject interaction;
From these positions, the main functions of the teacher's reflexive-evaluation position can be distinguished:
position;
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