The present article concentrates on the way of working out the program of effective intervention of professional reflection in psychology students. Five stages of study are presented. In the first step, in the literature review the designation of professional reflection was defined as a set of structure components: prognostic thinking, reflexivity, positive professional identity and agency. In the second step, in the empirical studies the external and internal factors of professional reflection were selected and examined among a group of professional psychologists (N=54). The analysis of empirical data of professional reflection factors and the level of its formation in psychology professionals made it possible to clearly identify the basic conditions for the intervention program «Professional reflection development» and its effect among psychology students. Only twenty five students (N=25) were self-selected in a 12-week intervention program forming an intervention group (IG). There are four studies of the program: cognitive, personality-related, motivational and emotional-volitional. All of them contain interaction, workshops, webinars, and art-cases. Remaining students (N=28) formed a control group (CG). The results obtained in both student groups and differences between them were further analyzed and explained.

How can one encourage the development of professional skills in a university subject? How can one use a blog to improve teaching results? These questions motivated the study presented in this article. It is structured around the following two basic and complementary objectives: 1. Designing and implementing a teaching innovation project to promote the development of certain professional skills, using the blog as a tool for self-reflection and 2. Evaluating the experience and collecting students’ comments on the use of the blog in a university context. In pursuit of the second objective, we used a methodology that combined a questionnaire and content analysis. The results make us reflect on the changes that should be introduced in the design of the learning activities and the provision of feedback to utilise the blog as a tool to promote the development of professional skills.

Experimental study of future professional qualities of medical psychologists

The article analyzes the experimental study of professional qualities of future medical psychologists. Considering professional qualities as multi-vector personality characteristics that include: personality orientation (goals, motives, interests, needs); ability to perform their duties (intellectual, emotional, organizational, communicative), professional competencies (socio-personal, general scientific, instrumental, general-professional, specialized-professional) and professional competencies formed on their basis (political, sociopolitical, informational, moral and ethical, cultural); skills that show the ability of the individual to make independent decisions and appropriate actions in unpredictable new situations, and based on this was determined by a set of criteria (valuesemantic, communicative, psychological, professional), which allow, in our opinion, to determine the level of professional qualities future medical psychologists. The main attention was paid to the following issues: awareness of the peculiarities of the professional activity of future medical psychologists; diagnosing professionally important qualities. In the process of conducting experimental research using psychological techniques, the main focus was on communicative and organizational skills. In addition, it is determined that an integral feature of the personality of a medical psychologist is not only reflection but also creativity, which is manifested in the student’s ability to non-standard thinking and behavior, as well as awareness and development of professional and life experience. It also defines such a quality as the responsibility of future medical psychologists for professional activities. Comparative characteristics of the results of the study of future medical psychologists of NMU named after OO Bogomolets and Bukovynian State Medical University are presented in the form of a table. In addition, among the personal and professional qualities, professional competence was identified as an important condition for the success of the professional activity of a medical psychologist and an indicator of his capabilities, integrating knowledge, experience, personal qualities that ensure social responsibility for the results of decisions. After analyzing the above results, we conclude that the development of personal and professional qualities of future medical psychologists and their professional competence is important for their professional development. In addition, the main for professional development is the acceptance of future medical psychologists responsibility for their own development for further professional activities. It is determined that the development of professional qualities in future medical psychologists is possible with the right organization of training, but the main thing is the awareness of future professionals of the peculiarities of their future profession, which will ensure the formation of professional competence.

The 360-degree camera is a relatively new technology that might become an effective tool for the development of students and teachers and overall educational improvement. As “normal” video provides a maximum 130-degree perspective, it could not offer a complex capture of education. This paper presents a way to use a 360-degree camera during two different modes of trainee teachers’ fieldwork and proposes how to evaluate this form of education in terms of teacher-student-environment interactions by identifying the occurrence and duration of each type of interaction. It is evident that the type and intensity of interactions affect fieldwork significantly and may lead to different depths of learning.

In this study, the author focuses on the issue of teaching literature at the first level of primary schools. She points out its shortcomings. These is “little representation of experience methods, absence of relating literature education to media culture and insufficient attractiveness of readings. She offers full methodological unit for analysis of the readings with examples of the pupils‘ works.

This paper discusses how teachers should be encouraged to lead in educational change through reflection based on Habermas’s theory of communicative action and discourse ethics. Habermas’s theory has much potential to help teachers to be leaders by contributing to the success of educational change and reform projects through reflection. By identifying the nature, scope, object and tradition of reflection and reflective practice, this paper explains the conception of reflection for teachers. It argues that teachers can be leaders in educational change through teacher reflection which promotes democratic interactions and communications among stakeholders of education.