DESIGNING AND APPROBATION OF QUESTIONNAIRE OF HIGHER SCHOOL TEACHER PEDAGOGICAL REFLEXIVITY
Abstract
The paper outlines the results of designing a theoretical model and the empirical verification of the research method aiming to study lecturer’s pedagogical reflexivity. A Lecturer’s Pedagogical Reflexivity Questionnaire allowing measuring pedagogical reflexivity has been validated and standardized. The Questionnaire’s factors are represented by creative, facilitative, cognitive, value and semantic, affective, and conative components. It contains 42 statements, which reflect the lecturer pedagogical reflexivity’s parameters, and can be used by psychologists who work at higher education institutions. The reflexivity is a basic regulative component of metacognition, which is conceptually broader than the process of reflection thanks to its functioning as a combination of reflexive skills. The pedagogical reflexivity is closely related to personal reflexivity, abnotivity, metacognitive inclusion, and awareness. The teacher’s reflexivity is a psychological phenomenon that expresses the teacher’s optimal implementation of his professional activity. The reflection as activity’s self-regulation is considered to be a form of metacognition.
Keywords: pedagogical reflexivity, metacognition, abnotivity, psychometric investigations.
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