doi: 10.18503/2658-3186-2026-10-1-14-21
Abstract. The The article examines the level of pedagogical reflection developed among prospective teachers within the context of contemporary higher education. Pedagogical reflection is understood as a professional and personal mechanism of interpreting, evaluating, and regulating one’s own pedagogical actions, contributing to the development of the student’s subjective position and professional autonomy. The aim of the study was to identify the actual level of reflective processes among students enrolled in teacher education programs and to determine the pedagogical conditions that facilitate their development. The methodological framework is based on the works of Russian scholars who conceptualize reflection as an essential component of a teacher’s professional formation. The empirical part of the study employed O. V. Kalashnikova’s questionnaire and expert evaluations conducted by university instructors who observed students’ educational and professional activities. The findings highlight the necessity of creating a reflection- enriched educational environment and providing pedagogical support aimed at developing analytical, evaluative, and regulatory components of reflection. The novelty of the study lies in its integrated analysis of both declarative and behavioral manifestations of pedagogical reflection, enabling a more precise identification of deficiencies and outlining directions for improving the professional training of future teachers. The significance of the research consists of substantiating pedagogical conditions for the development of reflective processes and identifying promising avenues for further investigation.
Keywords: pedagogical reflection, prospective teachers, professional training, higher education, reflective environment, subject position
Acknowledgments. The author expresses sincere gratitude to Lia L. Lashkova, Doctor of Pedagogical Sciences and Professor of the Department of Theory and Methods of Preschool and Primary Education at Surgut State Pedagogical University, for her research supervision, professional recommendations, and continuous support throughout all stages of the study. Special appreciation is extended to the lecturers and experts who participated in the diagnostics and observation of the students’ educational and professional activities.
Information about the author:
Nurgalieva V. Yu., lecturer of the Linguistic Education and Intercultural Communication Department at Surgut State Pedagogical University
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For citation:
Nurgalieva V. Yu. Pedagogical Reflection and Its Level of Development Among Prospective Teachers in Higher Education, Gumanitarno-pedagogicheskie issledovaniya = Humanitarian and pedagogical Research, 2026, vol. 10, no. 1, pp. 14–21 (In Russ.). doi: 10.18503/2658-3186-2026-10-1-14-21.