PEDAGOGICAL MECHANISMS FOR DEVELOPING PROFESSIONAL REFLECTION IN PROSPECTIVE PHYSICAL EDUCATION TEACHERS
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Abstract
This study examines the pedagogical mechanisms for developing professional reflection in prospective physical education teachers within the system of higher pedagogical education. Professional reflection is considered a key component of teachers’ professional competence, enabling conscious analysis of pedagogical activity, self-assessment, and continuous professional development. The research analyzes the theoretical foundations of professional reflection, its structural components, and its role in the professional training of physical education teachers. Special attention is given to pedagogical mechanisms such as reflective learning tasks, practice-oriented training, interactive teaching methods, reflective dialogue, self- and peer-assessment, portfolio-based learning, and the use of digital educational technologies. The study emphasizes the importance of creating supportive pedagogical conditions that promote psychological readiness for reflection. The findings demonstrate that systematic and purposeful implementation of reflective mechanisms significantly enhances the professional competence, pedagogical effectiveness, and adaptability of prospective physical education teachers.
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References
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