Shiyan O.A., Iakshina A.N., Zadayev S.A., Le-van T.N. Means of Developing the Professional Self-Reflection of Early Childhood Education Teachers

Received: 05/23/2019

DOI: 10.24411/1997-9657-2019-10049

Keywords: self-reflexion professional development means of self-reflexion pedagogical action lesson observation

Shiyan O.A., Iakshina A.N., Zadayev S.A., Le-van T.N. (2019). Means of developing the professional self-reflection of early childhood education teachers. Preschool Education Today. 4:13, 14–35 (in Russian). DOI: 10.24411/1997-9657-2018-10049

This work is licensed under a Сreative Commons Atribiution - NonCommercial 4.0 International (CC BY-NC 4.0)

2019, 4

Tatiana N. Le-van
Cand. Sci. (Pedagogy), Leading Researcher, Child Development Laboratory, Research Institute of Urban Studies and Global Education, Moscow City University, Moscow, Russian Federation

Sergey A. Zadadayev
PhD in Physical and Mathematical Sciences, Associate Professor, Head of Department of Mathematics, Financial University under the Government of the Russian Federation (Moscow, Russia)

Olga A. Shiyan
Cand. Sci. (Pedagogy), Leading Researcher, Child Development Laboratory, Research Institute of Urban Studies and Global Education, Moscow City University, Moscow, Russian Federation

Anna N. Iakshina
Researcher, Laboratory of Child Development, Research Institute of Urban Studies and Global Education, Moscow City University, Moscow, Russian Federation

Abstract

One of the major challenges of the mainstream professional development programs is their focus on mastering individual knowledge and technologies instead of creating conditions for the development of teachers themselves. In particular, instead of their critical thinking and reflection, while it is reflexion that allows teachers to qualitatively change the educational process, while keeping in focus both children’s interests and abilities and cultural development objectives. This article addresses approaches to the understanding of self-reflexion and proposes a model of self-reflexive professional action. The authors, following the logic of the cultural-historical approach by Lev Vygotsky, Daniil Elkonin and Georgy Shchedrovitsky, consider the visual model of the results of children’s development, the visual model of professional action, the model of self-reflexive solution, the positions of the “defender”, the “critique” and the “voice of the child” as the means for the development of self-reflexion. The use of these tools became the basis for a specially developed program of professional development for early childhood teachers, in which teachers are offered the following tasks: immersion in children’s activities, analysis of video of both own and others’ practices, and the creation of “Navigators”. The article also presents such a tool for studying reflexive observation as a “Professional Eyewear”, which allows to evaluate such aspects of self-reflexive action as the ability to orientate oneself to the tasks of children’s development, the ability to observe children and the ability to see the causal connection between the actions of a teacher and the behavior and emotions of children. The annex to the article formulates the main stages and principles of building a program aimed at the development of self-reflection among teachers.

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