The Significance of Developing Sanogenic Reflexivity in Students’ Professional Development
DOI:
https://doi.org/10.37547/pedagogics-crjp-07-02-35Keywords:
Sanogenic thinking, sanogenic reflexivity, professional developmentAbstract
Introduction. In our country, reforms are being implemented to develop modern approaches within the higher education system aimed at training pedagogical personnel for the system of continuous education on the basis of advanced international experience. At present, one of the key tasks is the qualitative renewal of the content of the modern education system and the creation of educational and upbringing technologies based on the individualization of learner-centered education in order to train highly qualified professionals.
Purpose. The purpose of this study is to identify the scientific and methodological foundations of the system for developing the professional competence of students in pedagogical higher education institutions in Uzbekistan.
Materials and Methods. The study employed an analysis of national and international scientific literature, examination of advanced pedagogical practices, as well as empirical research methods.
Discussion and Results. The conducted research identified the content and essence of sanogenic reflexivity, the factors influencing it, the principles of its development, and the pedagogical conditions for fostering sanogenic reflection in future teachers.
Conclusion. Sanogenic reflection plays a significant role in developing emotional competence in pedagogical activity by fostering skills of analyzing one’s own experience and emotional states, drawing meaningful conclusions, and making evaluations. At the same time, it manifests as the teacher’s ability to predict and adequately assess the ideal and actual outcomes of their own actions and those of learners.
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