DEVELOPMENT OF REFLECTIVE PRACTICES OF A TEACHER AT HIGHER EDUCATION INSTITUTION IN THE CONTEXT OF THE CHALLENGES POSED BY RUSSIA`S WAR AGAINST UKRAINE


DOI: https://doi.org/10.17721/2520-2626/2026.38.11

Tetiana LISHCHUK-TORCHYNSKA, Yevhenii RASPOPOV

Abstract


Abstract. Russia`s military aggression against Ukraine has changed the situation in higher education, as in practically all other social institutions. Educators – teachers of higher education – are faced with many new challenges in the circumstances associated with the war. The article emphasizes that the main requirements for professional qualifications and professional development, labor functions, competencies, knowledge, skills, communication, responsibility and autonomy of a teacher of a higher education institution are defined in the Professional Standard «A Teacher at Higher Education Institution», approved by the Order of the Ministry of Education and Science of Ukraine dated October 16, 2024. It is emphasized that an essential link in the professional activity of a teacher, in particular, a teacher of a higher education institution, is the application of the research component – reflective practice. From a pedagogical perspective, reflection appears as a purposeful process of critical rethinking of pedagogical experience, becoming a tool for the reconstruction of professional actions and a means of transforming educational activity.
Scientists who have studied reflective practices have interpreted their purpose mainly in the sense of improving the quality of education – achieving better learning outcomes for students. It is emphasized that today the focus of teachers` reflective practices is changing in the sense of their focus on understanding the place, role and meaning of the professional activity of a pedagogical worker in the state in wartime.
The article determines that in the case of martial law, an important emphasis of the activity of Ukrainian teacher becomes the rethinking of his own meaning of professional existence as a subject of the educational process, with appears to those who implement pedagogical axiology, with is associated with value orientations aimed at the formation of civic responsibility in students. The teacher has received new roles and, in accordance with them, is called upon to perform new functions. The thematic repertoire of socio-humanities is substantiated regarding the development of reflective practices of a higher education teacher in response to the challenges of the new phase of the war of Russia against Ukraine.


Keywords


self-awareness, self-knowledge, self-analysis, critical thinking, a teacher`s reflective culture, new roles for teachers in wartime, professional development of the higher education teachers

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