Keyword: «pedagogical reflection»

The authors’ approach to the choice of the methods of teaching English at a medical university depending on the students’ individual characteristics and peculiarities of thinking is viewed. The methods of activating of the students’ educational and cognitive activity in case of using reflective and creative approach are viewed

The author presents the progress and results of the empirical research, the purpose of which was to study the organizational and pedagogical conditions of professional development of young teachers in the system of post-graduate teacher education.

The paper describes the problem of professional reflection and self-development. Professional reflexion of the future teacher is seen as a mechanism for self-development. The author examines the main fea-tures of reflexive identity in the context of its professional self-development.

The paper discusses the features of professional reflexion of the future teacher in the context of teaching practice. The author points to the special importance of teaching practice period for the development of the future teacher’s reflection.

The relevance of the research is determined by the need to continue studying of the organizational and substantive components of advanced vocational training for academic staff at a modern university due to the complexly changed conditions of learning, pedagogical interaction, and the use of digital technologies in the educational process. The aim of the study is to develop a model for a project to improve the qualifications of postgraduate students and lecturers at a technical university, facilitating the development of the competence resources of both subjects. The following methods were used during the research: study and analysis of scientific literature; empirical methods (observation, questionnaires, surveys); and statistical data processing. The main results are as following: the data of the empirical study convincingly proved that both subjects of the advanced training process expressed satisfaction with the organizational, methodical, and didactic developmental aspects of the implemented project, as well as the positive impact of interactive cooperation between the subjects on the formation and development of the most in-demand professional and pedagogical competences of modern university teachers. The scientific novelty of the study lies in the fact that for the first time in pedagogical science, an attempt has been made to consider the process of advanced training of university teaching staff as a mutually directed and interdependent activity, the result of which is the development of the competences of both subjects: lecturers and students. The theoretical significance lies in the clarification of such concepts as: advanced training of research and teaching staff of a technical university; subjects of the advanced training process; universal, professional and pedagogical, intradisciplinary, interdisciplinary competences; the development of the author's original approach to conducting an empirical study to identify the effectiveness of the reciprocal development of competences of the advanced training process subjects. The practical significance of the study is in the development of a number of recommendations on the organizational and substantive structure of advanced training of technical university teachers and postgraduate students, aimed at developing universal, professional and pedagogical and interdisciplinary competences of the subjects of this process.