october 29, 2026

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Headings of Vestnik

September 2026, № 3 (251), pages 110-117

doi: 10.25198/1814-6457-251-110

Kuzmenkova O.V. DEVELOPMENT OF REFLECTIVE ABILITIES IN TEACHERS WITH PROFESSIONAL DIFFICULTIES (DIFFERENTIATED APPROACH)The need to address the issue of teachers’ professional difficulties is determined by the dynamic changes in modern Russian education. The complexity of the current educational environment requires teachers to constantly adapt to new developments, continuously expand their professional tasks, and experience high levels of emotional stress. This necessitates identifying the main “teaching” difficulties and finding personal resources to effectively overcome them. The conducted theoretical analysis identified the initial theoretical and methodological principles that substantiate the positive role of professional difficulties, which, through reflection on the current circumstances and personal resources, provide teachers with the opportunity to overcome the difficulties themselves and expand their individual professional experience. It has been empirically established that a significant proportion of teachers experience difficulties in various areas of their professional work (communicative, personal, scientific-methodological, and psychological-pedagogical) during the implementation of their pedagogical activities. An empirical study of the characteristics of teachers’ reflection has revealed the prevalence of “psychologically inferior” reflective abilities characterized by a focus on external intentional objects, the subject itself, and extraneous objects beyond the current situation. To effectively overcome professional difficulties, teachers need to possess systemic reflection (a focus on both themselves and the object simultaneously). The search for effective practical psychological and pedagogical tools to improve the reflective abilities of teachers with different types of professional difficulties led to the creation of a developmental program that includes a general block (development of basic skills in systemic reflection) and a differential block (development of reflective abilities for teachers with different professional difficulties). After the developmental program was tested on an experimental group, statistical evidence was obtained indicating an increase in teachers’ abilities to engage in systemic reflection compared to the control group. Key words: teacher’s professional difficulties, reflective abilities, systemic reflection, and a developmental program.

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About this article

Author: Kuzmenkova O.V.

Year: 2026

doi: 10.25198/1814-6457-251-110

Editor-in-chief

Sergey Aleksandrovich
MIROSHNIKOV

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