REFLECTION AS A MECHANISM FOR IMPLEMENTING COGNITIVE COMPETENCE IN STUDENTS OF PEDAGOGICAL UNIVERSITIES

The article touches upon the problem of the need to develop reflection in the implementation of cognitive competence of future teachers. The effectiveness of a good teacher is a combination of a variety of knowledge, reflective skills and competencies that are constantly developing and enriched. In our opinion, the most significant of them are showing respect for others, sympathy and empathy. Reflection is a necessary condition for the growth of both a professional and a teacher's personality. This paper focuses on the content of the reflective process and its impact on the development of psychological and pedagogical competencies, as well as how it functions. The analysis of various approaches to understanding the structure of activity and the content of reflection associated with it was used as a research tool. Regardless of the chosen model of psychological and pedagogical activity, its effective implementation requires reflection - the ability of a teacher to comprehend the educational process and his own experience, which is one of the key factors in his professional and personal improvement. The accumulated practical experience of teachers is not a sufficient condition for professional development. Only through constant reflection, analysis and transformation of their own experiences did they develop their skills.