Samorefleksija kot osnova (temelj) učiteljevega dela
Ključne besede:
bodoči učitelji, učenec, samorefleksija, vprašalnik, metode samorefleksijePovzetek
Reforms of education systems, innovation in the content of education, and emphasis on the quality of teacher education are areas that receive special attention. Teachers have a particularly responsible role to play. They need to use self-reflection, which is the basis for teacher improvement and thus also a means leading to the effectiveness of education. Based on the research, the article describes the attitudes of teachers to selected areas of self-reflection. These relate to the frequency of self-reflection on the part of the teacher, the attention paid by the school management, what teachers focus on, and what methods of self-reflection they use. It is important to know how teachers perceive the influence of self-reflection on education, or barriers to more consistent and systematic teaching. The research was conducted at Slovak primary schools with primary school teachers in 2020.
Literatura
Altrichter, H. and Posch, P. (2007). Lehrerinnen und Lehrer erforschen ihren Unterricht. Unterrichtsentwicklung und Unterrichtsevaluation durch Aktionsforschung. Bad Heilbrunn: Klinkhardt.
Brown, S. and Race, P. (1995). Assess Your Own Teaching Quality. London, Philadelphia: Kogan Page.
Buhren, C.G., Killus, D. and Müller, S. (2002). Wege und Methoden der Selbstevaluation. Ein praktischer Leitfaden für Schulen. Dortmund: IFS-Verlag.
Day, Ch. (1993). Reflection: A Necessary but not Sufficient Condition for Professional Development. British Educational Research Journal, 19(1), 83–93.
Dróżka, W. (2006). Kategorie analityczne w badaniach pedeutologicznych – w świetle założeń refleksyjnych nurtów poznawczych w naukach społecznych. Chowanna, 1(26), 28–32.
Dweck, C.S. (2007). Mindset: The New Psychology of Success. London: Ballantine Books.
Cuestionario de satisfacción laboral del personal docente e investigador. Universidad de Salamanca. Retrieved on 31.03.2021 from world wide web: http://qualitas.usal.es/docs/PDI_cuestionario_05.pdf.
Finlay, L. and Gough, B. (2003). Reflexivity: a practical guide for researchers in health and social sciences. Oxford: Blackwell Publishing.
Flores, M.A. (2014). Questionário Desenvolvimento Profissional dos Professores. Retrieved on 31.03.2021 from world wide web: https://repositorio.ul.pt/bitstream/10451/8744/2/ulsd65967_td_anexos.pdf.
Fullan, M. (1991). The New Meaning of Educational Change. London: Ballantine Books.
Graff, T. (2014). Wann soll ich das noch machen?” (Selbst) Reflexionen von Lehrerinnen und Lehrern im Sachunterricht. Retrieved on 31.03.2021 from world wide web: https://core.ac.uk/download/pdf/233902913.pdf.
Grüters, R. (2011). Refleksjon i blogg: En hermeneutisk studie av refleksjon og dens tekstlige og retoriske manifestasjoner i en ny type skrive- og arkiveringsteknologi. PHD-avhandling, Norges teknisk-naturvitenskapelige universitet: Trondheim.
Holcar Brunauer, A., Deutsch, T. and Cankar, F. (2017). Povezanost filozofije izobraževanja in kakovosti poučevanja ter učenja. Didactica Slovenica – Pedagoška obzorja, 32(3–4), 30–45.
Johns, C. (2006). Engaging reflection in practice: A narrative approach. Oxford: John Wiley & Sons Ltd.
Karpov, A.V. (2004). Psychológia reflexívnych mechanizmov dejatelnosti. Moskva: Institut Psychológie.
Klemp, T. (2014). Refleksjon – hva er det, og hvilken betydning har den i utdanning til profesjonell lærerpraksis? Retrieved on 31.03.2021 from world wide web: https://utdanningsforskning.no/artikler/refleksjon--hva-er-det-og-hvilken-betydning-har-den-i-utdanning-til-profesjonell--larerpraksis/.
Kohútová, K. (2019). Teacher´s Self-efficacy: Reflection of Research Findings. Studia Scientifica Facultatis Paedagogicae Universitas Catholica Ružomberok, 19(1), 172–184.
Meyer, H. (2009). Was ist guter Unterricht?. 6. Aufl. Berlin: Cornelsen-Scriptor.
Muchacka, B., Kaleta-Witusiak, M. and Walask-Jarosz, B. (2013). Autorefleksia i analiza pracy wlasnej. Kielce: Staropolska Szkoła Wyższa.
Pachner, A. (2013). Deutsches Institut für Erwachsenenbildung. Bonn: Leibniz-Zentrum für Lebenslanges Lernen.
Petlák, E. and Hupkova, M. (2004). Sebareflexia a kompetencie učiteľa. Bratislava: IRIS.
Petlák, E. (2020). Inovácie v edukácii. Bratislava: IRIS.
Razdevšek Pučko, C. (1996). Mapa učenčevih izdelkov kot oblika spremljanja pri opisnem ocenjevanju. Didactica Slovenica – Pedagoška obzorja, 11(5–6), 193–204.
Rubin, S. (2013). Educational Paradigm: The Self-Management of Educators in an E-learning Field. Barcelona: Edulearn12 Proceedings.
Seyfried, C., Seel, A. and Huber, A. (2006). Praxiskompetenz durch Reflexion “Subjektiver Relevanz”. In: Greiner, U. and Heinrich, M. (Hrsg.). Schauen, was rauskommt. Kompetenzförderung, Evaluation und Systemsteuerung im Bildungswesen (pp. 279–290). Münster: LIT Verlag.
Schön, D.A. (1983). The Reflective Practitioner: How Professionals Think in Action. London: Temple Smith.
Spalding, A. (2020). How to encourage reflective teaching in your school. Retrieved on 31.03.2021 from world wide web: https://blog.irisconnect.com/uk/blog/5-benefits-of-encouraging-teacher-self-reflection?utm_term=reflective%20teaching&utm_campaign=Selfreflektion.
Zupančič, B. and Krajnčan, M. (2019). Odnosna kompetenca strokovnih delavcev v osnovni šoli. Didactica Slovenica – Pedagoška obzorja, 34(1), 58–72.
Prenosi
Objavljeno
Kako citirati
Številka
Rubrike
Licenca
Avtorske pravice (c) 2023 Erich Petlák
To delo je licencirano pod Creative Commons Priznanje avtorstva 4.0 mednarodno licenco.
