PECULIARITIES OF THE FORMATION OF REFLECTIVE COMPETENCE IN THE PROFESSIONAL TRAINING OF FUTURE SOCIONOMIC SPECIALISTS

Abstract

The article defines the essence, content and peculiarities of the formation of reflective competence in the professional training of future socionomic specialists. Reflective competence as a component of their professional training is revealed in the context of the processes of socialization of the individual, professional and social identity. It is noted that the essence of reflective competence, on the one hand, is characterized by a certain multivariability, which outlines some differences in the views of scientists and practitioners on its formation and development, and on the other hand, by a general nature and universality, which make it possible to distinguish common peculiarities characteristic in representatives of different professional spheres, in particular of the socionomic profile. Reflective competence is presented as an integrative professional quality that is formed in the process of reflective experience, where high productivity of the implementation of reflectivity is ensured by translating potential forms into actual results and achievements. It is noted that the content of reflective competence is a set of personal, intellectual, communicative and cooperative components, the nature of the connections between which determines the level of formation and the peculiarities of its development. The emphasis is placed on the fact that regardless of the fact that there are different variations of understanding the essence of reflective competence, these components in certain interpretations are fundamental in identifying the its structural components. The stages, psychological and pedagogical conditions for stimulating reflection in the education students of socionomic profile, strategies for its formation and development are highlighted.