ՈՒՍՈՒՑՉԻ ՌԵՖԼԵՔՍԻՎ ԿՈՄՊԵՏԵՆՑԻԱՅԻ ՁԵՎԱՎՈՐՄԱՆ ԵՎ ԶԱՐԳԱՑՄԱՆ ՏԵԽՆՈԼՈԳԻԱՆԵՐԸ

Abstract

From the point of view of the research problem, various criteria for determining reflective competence have been developed. The key criteria are the criteria for independent, creative solution of non-standard tasks, development of reflective thinking, the ability to communicate dialogically, and resolve conflict situations. The use of SWOT technology, as well as a case study, reflective-communicative, reflective-professional competencies developed within the framework of the technology of humanitarian expertise contributes to the process of formation and development of the teacher's reflective competence. It is noteworthy that these technologies were developed within the framework of personality-oriented, interactive technologies. The results of SWOT analysis and interviews with teachers show that teachers in most cases are not familiar with SWOT analysis technology. It is no coincidence that they find it difficult to answer questions about the organization or their weaknesses. The description of the case study technology helps teachers learn how to analyze cases, pose problems, find adequate solutions, compare alternative solutions in different learning situations. Awareness of the need for continuous development of reflective competence using various technologies can be an important motivation for using various self-analysis methods, self-assessment questionnaires, tests, and a reflective diary. An important condition for the formation and development of a teacher's reflective competence is a combination of teaching, education and assessment technologies.