Development of reflective mechanism for professional self-determination among students within professional training

Statement of the problem. The article discusses the concepts of professional self-determinationand reflection in the system-activity approach as mechanisms for the development of students and arrangement of professional training within the framework of the psychological and pedagogical specialization. The authors specified and disclosed the structural components of reflection, developed and tested a fundamental method for their diagnosis. Students' self-determination in the framework of training occurs through the development of special logic for professional design in order to develop participants of the activity that is the basis for development of students' reflection. The purpose of the studyis to carry out a theoretical analysis of the concepts of professional determination and reflection, to determine the components of the reflection development and diagnostic tools for their identification in the course of specially organized activities for professional self-determination of students during professional training. The research methodologyconsists of research works of international and Russian scientists in the field of pedagogy and developmental psychology, recognized by the scientific community, the experience of teaching and organizing professional training for students of psychological and pedagogical specialization. Research results. On the basis of the system-activity approach, the concepts of professional self-determination and reflection are clarified, the conditions for the development of reflection are defined in the framework of professional training for students of psychological and pedagogical specialization. A diagnostic procedure has been developed and tested to determine the components of reflection. Conclusion. In the course of the study, the components of the development of reflection as a mechanism of professional self-determination among students of psychological and pedagogical specialization during their professional training are theoretically grounded and experimentally tested. This allows us to draw conclusions about the effectiveness of professional training and makes it possible to improve this training for students from the 1 st to the 4 th years of study.