In Russia, the new articulated national curriculum requires higher school teachers to engage their students in reflective education-focused activities. This teaching approach contrasts significantly with the traditional practice. If earlier the student had a passive position, now he is an active participant in the educational process.
Over the last few decades the issue of reflective teaching has attracted researchers´ attention. To date, there are three scientific areas of reflection study: the psychology of reflection, the methodology of reflection of intellectual systems and pedagogical approach to reflection that aims to the development of reflexive abilities, knowledge of techniques of reflection, the formation of multidimensional consciousness (Sizikova, Voloshina & Poveshchenko, 2016). While there are studies about reflective learners´ strategies and teachers´ reflective activities in engineering, mathematics and technology education, only a small amount of educational research has analysed Russian university teachers´ experiences which provides deeper insight into understanding the reflective teacher and the reflective practices from teachers´ perspectives. Therefore, this study examines how teachers´ analysis of reflective teaching may change their understanding of professional identity and teaching practice in Russian higher school context.
It should be noted that the problem of reflection in thinking, consciousness and activity is quite well studied theoretically by Russian and foreign scientists. Among researchers of cross-cutting issues it is widely believed that reflection is a significant human activity in which people recall their experiences, think about it and evaluate it.
The pedagogical basis of reflective teaching is constructive approach which considers the teaching process as bi-directional, with reflexive interaction between the teacher and the student. In addition, discourse analysis allows to draw out benefits and challenges of incorporating the reflective teaching into educational processes. According to researchers, using discourse analysis of teachers´ and students´ performances in the classroom may also reveal implications for pedagogy and social organization of the learning environment (Razfar, et. al., 2015). The practice of reflection as a methodical approach allows to putt university teachers into the experiences and explore personal and theoretical knowledge as well as understand how they can teach more successfully. According to Black, reflective practice is “the strategy of self-evaluation and make judgements about knowledge, skills, competence and confidence as a teacher” (2015, p. 72).

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