Introduction

Science society paid a lot of attention to the training of specialists in higher education. At the end of the 20^th century – the beginning of the 21^st century a lot of attention has been paid to the creation of strategies for learning from personal experience and understanding the process of reflection as activating premise to life-long learning. Students’ learning at higher education school involves person’s thinking, feelings, perception and behaviour. In order to improve students’ learning, one of the aims should be the nurturance of the abilities to reflect own experience. The experience of students is a valuable and essential source of learning (Osterman & Kottkamp, 2004; Moon, 2004; Boud et al., 2005; Janssen et al., 2008; Kreber & Castleden, 2009; Bubnys, 2011, etc.). The analysis of experience is the main activity of learning process, which is analysed by applying reflection. Thinking over experience is considered as the process of conveyance of learning action.

When solving problems of higher education, the attention is paid so that learners are too less oriented to acquire such abilities, which would allow them to choose and to assess knowledge and abilities as well as to independently use these achievements. Teachers can change the understanding about students’ learning by paying enough attention, time and efforts; by trying to analyse and explore learning process, by adequately choosing innovative and reflective teaching/ learning methods. Learners should not only acquire appropriate knowledge; and an educator does not limit himself/herself by its rendering only. Both participants of this activity have to feel that what they do is important for them and is related to what it is important for them.

Special education teachers’ work is specific because the activity is based on inter-relationship of education process participants, there are a lot of problems, which are faced in the practice, namely: personal contradictions, inadequate attitudes, experience of contradictory feelings (Pavri, 2004, Brownell et al., 2005; Blake & Monakan, 2006; Kirch et al., 2007; Welch & James, 2007, etc.). The higher education institutions training prospective specialists when developing and elaborating the implementation of the reflection into teaching/ learning can correct their curriculum. In the dissertation the following research issuesare formulated for the solution of this scientific problem: What actions make the greatest influence upon self-reflection of special education teachers and reflection on their activity and studies?

Aim.To describe and justify the integrity aspects of reflection of prospective special education teachers' activities and learning at theoretical and practical studies.

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