SELF-REFLECTION AND PROFESSIONAL IDENTITY OF A TEACHER IN THE CONTEXT OF EDUCATIONAL TRANSFORMATIONS

The article examines the relationship between self-reflection and professional identity of a teacher in the context of modern educational transformations. Theoretical approaches to understanding self-reflection as a metacognitive mechanism of professional development and professional identity as a dynamic structure reflecting the level of subjectivity and the stability of a pedagogical position are analyzed. The results of an empirical study revealing a positive correlation between the level of pedagogical reflexivity and the maturity of professional identity are presented. The key mechanisms for the formation of identity through reflexive practices are described. Conclusions are made about the importance of introducing reflexive modules into advanced training programs for teachers.