A DESIGN TEACHER IN THE CONTEXT OF PEDAGOGICAL REFLECTION

Abstract

The paper deals with one of the areas in the development of pedagogical skills of art teachers and the role of reflexive pedagogy in shaping creative personality in the system of training of future designers. One of the critical issues in design education is to bridge the gap between the information provided and its practical demand. During their years of study, students acquire too much and too little knowledge at the same time. Much knowledge refers to its volume, whereas little knowledge implies their adequacy to particular circumstances under which they have to work. Reflexive pedagogy can help to solve this issue. The paper considers the most common definitions of the term “reflection”. It indicates that pedagogical reflection of a design teacher is a system of linguistic and thinking processes, ensuring the realization of goals of future designers’ professional training and education in the system of artistic and pedagogical interaction. It demonstrates that cultural reflection is aimed at rethinking cultural acts and one’s cultural experience. It justifies the obtained results to reveal fundamentally essential conditions for developing professional reflection. It proves that many psycho-pedagogical studies cover the issue of professional reflection of art teachers, and there is no concept of its development for future designers. Therefore, it is essential to find out how to develop reflexion of students and university teachers. The paper concludes that one’s ability to generate new and non-standard ideas should be considered as one of the conditions for developing creative thinking of university teachers, boosting their self-confidence and promoting individual independence of vision.