Diagnoza i ewaluacja a teoretyczne horyzonty refleksji nad działaniem

• Authors: Grażyna SZYLING

Title variants

EN

Diagnosis and evaluation vs. theoretical horizons of reflection on acting

• Languages of publication: PL

Abstracts

EN

Contemporary concepts of educational diagnosis and evaluation are presented in terms of processes leading to development. This sets the most general framework of the reflection undertaken in the text concerning the question as to what is the extent to which pedagogical theories, applied in practical studies explicitly or hidden behind methodological criteria and/or norms, shape a different horizon of understanding everyday teacher actions. This can provide teachers with premises for critical reflection on their own experience and knowledge held, which is a basis for changes to both thinking about education as well as to educational actions. In consideration of this issue I assume that the perspective of self-reflection on acting which is closest to teachers is set by individual pedagogical theories strongly linked to cognitive schemata and routine actions. Their being knocked out of such automatism is rendered possible (following J. Bruner) thanks to contrast, confrontation and metacognition, with each of these strategies possibly resulting in different effects. This problematizes claims behind many solutions officially and/or commonly applied in education and undertakings made which rarely reach beyond the level of pedagogical informality despite being meant to alter the nature of Polish school. At the same time, however, the analyses conducted point to the potential hidden in the process of teacher self-diagnosis/self-evaluation drawing – at the level of interpretation – on different pedagogical theories presented in terms of categories to opening the horizon of reasoning concerning school and one’s own actions in it.

• Publisher: Wydawnictwo Naukowe Dolnośląskiej Szkoły Wyższej
• Journal: Teraźniejszość – Człowiek – Edukacja
• Year: 2013
• Issue: 4(64)
• Pages: 55-70

Dates

published

2013

Contributors

author

Grażyna SZYLING

• Uniwersytet Gdański

Identifiers

ISSN

1505-8808