Reflexive and role identity as an indicator and regulatory tool in educational interaction

L.O. GAPONENKO

doi:10.38014/osvita.2022.90.16

L.O. GAPONENKO Candidate of Pedagogical Sciences, Associate Professor, Associate Professor of the Department of Practical Psychology, Kryvyi Rih State Pedagogical University, Kryvyi Rih, Ukraine

DOI: https://doi.org/10.38014/osvita.2022.90.16

Ключевые слова: modern education, innovations in the educational process, reflexive role identity of the student of education

Аннотация

The relevance of the publication is determined by the current global trends in the practical demand for effective, scientifically based modern methods and technologies of education, as well as innovations in the field of improving the organization of the educational process. The development of modern education as a service sector or as a key link of the scientific, technical and innovative policy of the state - these multidi-rectional, at first glance, trends characterize the current state of education in Ukraine and the world in general. What determines and influences the choice of one of these trends? Where among them is the main subject of the educational process - the student himself, the student of education? We will study the phenomenon of reflexive role identity of the student of education, as an indicator and a means of regulation in the modern educational process. The purpose of the article is to highlight the standardized and destructive reflexive and role identity of students with physical and sensory limitations.

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