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  Previous issue (2019. Vol. 11, no. 1)

Psychological-Educational Studies

Former Title: Psychological Science and Education psyedu.ru

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2587-6139

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

License: CC BY-NC 4.0

Started in 2009

Published quarterly

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

Niyazbaeva N.N., Ph.D. in Education, Assistant Professor of Psychology and Pedagogy, Kostanay State University im.A.Baytursynova, Kostanai, Kazahstan, niyaz_nn@mail.ru
Abstract
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

Column: Educational Psychology

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

For Reference

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