REFLECTIVE DIAGNOSTICS AS A TOOL FOR DEEPENING PROFESSIONAL SELF-AWARENESS OF HIGHER EDUCATION STUDENTS

Abstract

The main task of all vocational training institutions is to form the ability of subjects of learning to independently and consciously plan, adjust and implement the prospects of their development (life, personal, professional). Thus, the personal and professional development of a higher education student can be considered successful when the basis of his educational and professional activity is the reflection of his own self-change. Due to the fact that all these phenomena are manifested in the structure of his self-consciousness, their development will directly depend on the content and functional features of the main mechanisms of psychological self-regulation of this process. It is the self-regulatory ability of the future specialist that is the important personal formation that forms the fundamental basis of his further professional productivity and determines the intensity and meaningfulness of his professional development. Conceptually, we consider self-regulation as a professionally important property, a necessary component of the ability to solve the tasks of professional practice. The self-regulatory ability of a specialist is defined as an individually created system of actions based on the self-concept of the individual and acts as a means or system of means of professional self-awareness and self-organization in order to successfully solve current problems. Based on the task-based approach to the formation of educational and professional activity, as well as the system of developmental psychotechnologies, a set of methods of targeted influence on the development of the self-regulatory culture of a student of a higher educational institution is proposed. The feasibility of using tasks of reflective diagnostics as an important tool for the formation of professional self-awareness of medical students is substantiated.