The level of reflection in the professional development of pre-primary teachers

Abstrakt

The presented study brings to the professional discourse a view on the reflection of pre-primary teachers in two phases of their professional development. The level of reflection was ascertained in the period of their study at the Faculty of Education (24) and then after a year of work in a kindergarten (6). The author first considers the necessity to develop reflective thinking among pre-primary teachers, which she has based on existing findings in the area. She presents the reflective model (Korthagen, 2011; Píšová, 2005), which she used in her research. The remaining part of the text deals with the methodology of the research and the findings that resulted from the data analysis. The results show that aimed support directed at reflection helps to develop higher levels of cognitive thinking and also points to the connection with using more effective strategies in pre-primary education.

Słowa kluczowe

Bibliografia

Baxter M.B. (2004). Evolution of a constructivist conceptualization of epistemological reflection. Educational Psychologist, 39(1), 31-42.

Bloom B.S. (ed.), (1956). The taxonomy of educational objektives. The clasifications of educational goals, handbook I. New York: David Mc Key Company.

Boud D. (2007). Reframing assessment as if learning were important. In: D. Boud, N. Falchikov (eds.), Reframing assessment in higher education (pp. 14-25). London: Routledge.

Farrell T.S. (2004). Reflective practice in action: 80 reflective breaks for busy teachers. Thousand Oaks, CA: Corwin Press.

Finlay L. (2008). Reflecting on ‘Reflective practice’. Practise-based profesional learning cebtre. Dostupné z http://www.open.ac.uk/cetl-workspace/cetlcontent/documents/4bf2b48887459.pdf

Fook J., Askeland G. (2006). The ‘critical’ in critical reflection. In: S. White, J. Fook, F. Gardner (eds.), Critical reflection in health and welfare. Maidenhead: Open University Press.

Hatton N., Smith D. (1995). ‘Reflection in teacher education: towards definition and implementation’. Teaching and Teacher Education, 11(1), 33-49.

Horká H., Syslová Z., Grůzová L. (2014). Reflexe zkušeností studentů v přípravném vzdělávání učitelů mateřských škol. ACORát, 3(1).

King P.M., Kitchener K.S. (1994). Developing reflective judgment. San Francisco: Jossey-Bass Publishers, pp. 14-16.

Korthagen F. (2011). Jak spojit praxi s teorií: didaktika realistického vzdělávání učitelů. Brno: Paido.

Krykorková H., Chvál M. (2001). Rozvoj metakognice – cesta k hodnotnějšímu poznání. Pedagogika, 51(2), 185-196.

La Boskey V.K. (1994). Devlopment of reflective practise: A study of preservice teachers. New York and London: Copyright by teachers College, Columbia University.

Larrive B. (2008). Development of a tool to assess teachers’ level of reflective practice. Reflective Practice, 9(3), 341-360.

Lazarová B. et al. (2014). Reflexe v procesu učení. Desetkrát stejně a přece jinak…Brno: Masarykova univerzita.

Loughran J. (2007). Researching teacher education practices: Responding to the challenges, demands, and expectation on self-studies. Journal of Teacher Education, 58(1), 12-20.

Luttenberg J., Bergen T. (2008). Teacher reflection: The development of a typology. Teachers and Teaching: Theory and Practice, 14(5-6), 543-566.

Marcos M.J., Sanchez M.S., Tillema H. (2011). Promoting teacher reflection: what is said to be done. Journal of Education for Teaching, 37(1), 21-36.

Marcos M.J., Tillema H. (2006). Studying studies on teacher reflection and action: An appraisal of research contributors. Educational Research Review, 2(1), 112-132.

Mezirow J. (1997). Transformative Learning: Theory to Practice. New Directions for Adult and Continuing Education, 74(1), 5-12.

Pihlaja M.P., Holst T.K. (2013). How Reflective are Teachers? A Study of Kindergarten Teachers’ and Special Teachers’ Levels of Reflection in Day Care. Scandinavian Journal of Educational Research, 57(2), 182-198.

Píšová M. (2005). Klinický rok: Procesy profesního rozvoje studentů učitelství a jejich podpora. Pardubice: Univerzita Pardubice.

Píšová M. et al. (2011). Teorie a výzkum expertnosti učitelské profese. Brno: Muni Press.

Shulman L.B. (1987). Knowledge and teaching: Foundations of the New Ref. Haevard Educational Review, 57(1), 1-22.

Schön D.A. (1987). Educating the reflective practitioner: toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass.

Spilková V. (2004). Současné proměny vzdělávání učitelů. Brno: Paido.

Syslová Z., Hornáčková V. (2014). Kvalita reflexe v profesním myšlení učitelek mateřských škol. Pedagogická orientace, 24(4), 535-561.

Syslová Z., Horká H., Lazarová B. (v tisku). Od teorie předškolního vzdělávání k praxi v mateřské škole. Brno: PdF MU, (2014).

Pollard A., Anderson J., Maddock M., Swaffield S., Warin J., Warwick P. (2008). Reflective teaching 3th edition: Evidence-informed professional practice. London: Continuum.

Van Manen M. (1995). On the epistemology of reflective practice. Teachers and Teaching: Theory and Practice, 1(1), 33-50.

Zeichner K., Liston D. (1996). Reflective Teaching: an introduction. Mahwah, New Jersey: Lawrence Erlbaum Associates.