Reflective technologies in the system of training Russian language teachers: theoretical and methodological foundations and an integration model

Abstract

The article is devoted to the theoretical and methodological substantiation of reflective technologies in the system of training teachers of the Russian language and to the development of a model for their staged integration into the educational process. The relevance of the study is determined by the transformation of higher pedagogical education under the conditions of digitalization and the changing social demand for teachers' professional competence. Reflection is considered as a system forming component of professional development and as a universal mechanism for comprehending one’s own pedagogical activity. Reflective technologies are defined as a set of methods and forms aimed at developing metacognitive skills, professional self-awareness, and pedagogical identity. Their cognitive, activity based, epistemological, organizational, and evaluative control functions are substantiated. The paper presents a classification of key reflective technologies used in the training of Russian language teachers, including reflective journals, professional development portfolios, pedagogical case analysis, microteaching, discussion practices, metacognitive mapping, and supervision of teaching practice. A staged model of integration covering theoretical, practice oriented, and practical phases of training is proposed. It is concluded that the systematic implementation of reflective technologies contributes to the formation of stable professional identity, enhances the ability for self-analysis and pedagogical design, and ensures the transition to a subject oriented model of teacher education in the field of Russian language teaching.