Development of officers’ reflexive pedagogical competence in the process of problem-activity training

Providing an appropriate level of military education in modern conditions demands advancing development of theoretical-methodological and technological bases of preparation, professional development and training of military teachers. The reflexive level of pedagogical competence corresponding to the imperatives of continuous complication of pedagogical activity carried out by them becomes the actual result of the system of military teacher training. The analysis of researches in this area shows that the development of reflexive pedagogical competence of officers in the course of their training to pedagogical activity is carried out most effectively within the problem-activity approach to training. Within the problem-activity training the task of achievement of the greatest adequacy of the phenomenal process of training of the problem-activity essence of life of the subject of activity is set. The status of problem-activity training as spontaneous pedagogical theory and practice causes need of teachers to enter the interdisciplinary and methodological levels of search-research activity in the field of the theory and practice of problem-activity training. It finds manifestation in extreme mobility of substantial components of the system of criteria and indicators of its efficiency. Therefore, if the theoretical-methodological bases of problem-activity training are revealed, it is possible to speak about the level of objectivity of the criteria reflecting the validity of ways of achievement of the set pedagogical purpose, and achievement of compliance of the reached results of training with goals. The process of generalization of technological ideas of problem-activity training reveals in a system set of organizational-activity, organizational-communicative and organizational-cogitative games. Therefore, during the research, the criteria reflecting the organizational-cogitative, organizational-communicative and organizational-activity sides of officer training to pedagogical activity from the positions of the problem-activity approach were proved and approved. It should be noted also that the carried-out comparative analysis of the problem-activity approach in training of officers to pedagogical activity with other conceptual approaches in the field shows that the fundamental difference from them is that within the problem-activity training self-development of pedagogical activity of the trained is modeled. Therefore, signs of self-sufficiency of future teachers in the “steadily unbalanced” pedagogical environment of a higher education institution expressed, as a rule, in the intrinsic form of the studied phenomena become the main criteria signs of efficiency of this approach in earlier and this researches. These intrinsic signs are derivatives of the process of continuous self-development of training of officers to pedagogical activity.

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