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Psychological Science and Education psyedu.ru
2016. Vol. 8, No. 4. pp. 62–70.
doi:10.17759/psyedu.2016080407
ISSN: 2074-5885 (online)

Connection of Features of Reflective-Phenomenological Assessment with the Development of Reflectivity at Master’s Students

Niyazbaeva N.N. Ph.D. in Education, associate professor, Kostanay State University named after A.Baitursinov, Kostanay, Kazahstan, niyaz_nn@mail.ru
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The article presents the main results of the study level of reflexivity and reflexive-type phenomenological judgments graduate alumni. Scientific hypothesis was that pronounced, argumentative type of reflective-phenomenological judgments associated with high reflexivity graduate students as future university teachers. The study involved 62 undergraduates scientific and pedagogical direction of the second year students of different specialties multidisciplinary university. It is proved that reflexivity is positively related to the student's ability to reason and reflexivity as a property of the individual leads to a more stable formation of the student's ability thoughtfully, consciously, to present arguments instructional information. High-reflexivity, the capacity for subjective expression, deployed, reasoned judgment allows prospective teachers to the university to express independent opinions, develop the ability to verbally express their emotions from immersion in the problems of the professional reality.

Keywords: reflection, reflexive phenomenological judgments, the level of reflexivity, professional competence, master's graduates, the future of high school teachers

Rubric: Educational Psychology

DOI: http://dx.doi.org/10.17759/psyedu.2016080407

For Reference

References

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