A REFLEXIVE CRITERION FOR ASSESSING THE DEVELOPMENT OF PROFESSIONALLY SIGNIFICANT VALUES OF A NOVICE PHILOLOGIST TEACHER

Abstract

The research studies a problem of developing a system for assessing the professionally significant values of future teachers of philology. To solve it, the authors select criteria that allow evaluating the effectiveness of the phenomenon under study, including: motivational-value, professional-philological, operational-activity, reflexive ones. Since pedagogical reflection reflects the requirements for the professional activity of a teacher, the article focuses on the fact that it is one of the effective tools that make it possible to verify the formation of professionally significant values, including those of a novice philologist teacher. The objective of the work is to develop a system for assessing the development of professionally significant values of a novice philologist according to a reflexive criterion based on the analysis of theoretical studies of the problem of pedagogical reflection. Based on theoretical methods (analysis, comparison, modeling) and empirical ones (testing and questionnaires), the work develops indicators and their measurements according to a reflexive criterion, presents a methodology for self-assessment of one’s own behavior, pedagogical abilities and the effectiveness of a philologist teacher in the subject area of Philology; describes the results of an experiment conducted among novice teachers-philologists of the Donetsk People’s Republic. The practical significance lies in the fact that the author’s measuring system described in the article makes it possible to check the development of professionally significant values of a novice philologist teacher by a reflexive criterion. The results of the research will be useful in assessing professional competence of subject teachers.