PEDAGOGICAL PRACTICE AS A MEANS OF FORMING THE REFLECTIVE CULTURE OF THE FUTURE TEACHER

Abstract

The relevance of the study is determined by the need to develop in future teachers the ability for deep self-analysis, critical reflection on their own activities, and conscious professional growth – qualities that constitute the essence of a teacher’s reflective culture. The article examines teaching practice as an effective means of forming the reflective culture of future educators. It emphasizes that the modern system of teacher education should not only ensure the acquisition of theoretical knowledge and methodological skills but also create conditions for the development of self-awareness, self-correction, and pedagogical empathy. The content and objectives of different types of teaching practice – including introductory, instructional, and educational – are analyzed, as they provide a gradual immersion of students into professional activity and contribute to the formation of their reflective competence. The study outlines key methods for developing reflection: maintaining a reflective diary, analyzing pedagogical situations, conducting self- and peer-assessment, and modeling pedagogical problems with subsequent decision-making. Practical tasks that encourage reflection on one’s own actions and promote the development of pedagogical self-awareness are presented. The article also highlights common challenges in cultivating reflective culture, such as psychological barriers, insufficient integration of theory and practice, and limited methodological support. It concludes that teaching practice serves not only as a means of assessing professional readiness but also as a key factor in shaping an independent, responsible, and self-developing teacher of the new generation.