Formation of the concept of reflexivity in psychology (based on domestic and foreign sources)

Background. The purpose of the study was to examine the concept of reflexivity, which, despite its long-standing history, remains one of the key categories in contemporary psychology and philosophy. The study aimed to explore reflexion as originally developed in philosophy as the process of an individual reflecting on their own thoughts, and its transformation into an interdisciplinary category essential for psychology, pedagogy, and social sciences. In addition, the study focused on the significance of investigating reflexivity within educational psychology, where it is considered a necessary tool for enhancing teacher professionalism, enabling critical analysis of one’s own practice, and fostering personal development. Previous studies have indicated an increasing interest in metacognition and professional growth, highlighting reflexivity’s role as a mechanism for overcoming cognitive and emotional barriers and promoting effective interaction within professional settings. However, analysis of both foreign and domestic theoretical frameworks revealed little consensus on the definition of reflexivity, which made it necessary to conduct a systematic review of its essence and its role in the professional activities of educators. Purpose. The objective of this research was to analyze the theoretical foundations and historical evolution of reflexivity in both international and Russian psychology, and to identify the distinctive features of pedagogical reflexion as a component of teacher professional competence. Materials and methods. Data for this study were collected through a theoretical analysis based on a comparative literature review of national and international scholarly works. The information was gathered from classical philosophical and psychological sources, including Aristotle, R. Descartes, I. Kant, M. Heidegger, J.-P. Sartre, and K. Jaspers, as well as from leading Russian psychologists such as L. S. Vygotsky, A. N. Leontiev, S. L. Rubinstein, and M. K. Mamardashvili. Furthermore, the study involved systematizing existing classifications of pedagogical reflexion in contemporary psychological and pedagogical practice. Results. The study showed that reflexivity is often treated synonymously with reflexion in scholarly works, despite some conceptual distinctions. Based on the findings, foreign research predominantly focuses on metacognitive, computational, and collective forms of reflexivity, emphasizing the development of approaches that enhance critical thinking and creative potential. In contrast, Russian psychology approaches reflexivity through systemic-subject and metacognitive paradigms, describing it as a complex multifaceted personality trait encompassing cognitive, motivational, regulatory, emotional, and productive components. The study was carried out in the context of pedagogical reflexion, where various types – pre-active, interactive, anticipatory, synchronous, and retrospective – were analyzed for their contribution to the formation of professional competence and effective educational management. Based on the findings, the importance of reflexive thinking for navigating professional uncertainty and fostering innovative capacity in teachers was underscored. In short, the results of this study can be applied to enhance teacher training programs and support professional development strategies. Further study is required to explore empirical validation of pedagogical reflexivity models and their impact on educational outcomes.