SOCIO-PSYCHOLOGICAL FEATURES OF THE DEVELOPMENT OF SELF-AWARENESS OF FUTURE VOCATIONAL TEACHERS
Abstract
This article analyzes the socio-psychological factors affecting the process of self-awareness of future vocational teachers. Based on special diagnostic questionnaires and the "Methodology for studying the levels of reflection in the individual", significant differences were identified between 2nd and 4th year students in self-analysis, self-awareness, social adaptation, and three forms of reflection - situational, retrospective, and prospective reflections. The results of the study showed that 4th year students had statistically significant higher indicators in all factors of self-awareness (p<0.05). In addition, a positive correlation was found between self-analysis and retrospective reflection (r=0.32; p<0.05), which substantiated the important role of reflective competence in the professional formation of students. The research aims to identify the psychological mechanisms for developing professional self-awareness in future vocational teachers and serves as a scientific basis for improving the professional training process.