DEVELOPMENT OF PROFESSIONAL AND PERSONAL REFLECTION AMONG STUDENTS IN FOREIGN LANGUAGE CLASSES

The research is aimed at analysis of ways to develop student’s skills to critically evaluate their advantages and disadvantages, to identify and select the ways to improve their advantages and eliminate disadvantages, i.e. to develop among students individual and professional reflection in foreign language classes.

Topicality of the research is defined by the fact, that skills of analysis and self-analysis are essential components of any professional development. Reflection formation among students will allow to develop skills to foresee and plan their professional activity.

Within the research we analyzed the process of students training for future professional activity by qualitative personality changes among students. The process of self-evaluation and self-analysis formation involves several stages. The article gives characteristics of each stage, describes role of students and teachers in the process, defines types and forms of class work.

We outlined the following stages of reflection formation:
- Understanding that self-analysis is important for future professional activity;
- Analysis of personal activity, ways of activity;
- Development of conscientious self-controlling activities (objectives analysis, result analysis, mistakes correction);
- Shift from the system of marks to the system of criteria.

Reflection formation among students was considered in foreign language classes. Different forms to conduct a lesson and various tasks were used to form reflection among students. They included problem solving, case study, future professional activity simulation such as: business letter writing in a foreign language, preparing of professional presentations, holding negotiations. Much attention was paid to team work in a class. It contributed to exchange of knowledge among students, development of interpersonal interaction in foreign language skills, formation of critical thinking.

The research allows us to come to the following conclusion:
Development of professional and personal self-analysis among students requires from a teacher:
1) to apply differential (individual) approach to teaching process;
2) to create a consulting system for student;
3) to work out criteria how to evaluate knowledge and level of professional competency development;
4) to use project-oriented teaching and problem-solving methods to form reflection among students.