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

• Authors: Syslová Zora

Title variants

PL

Poziom refleksji w rozwoju zawodowym nauczycieli przedszkola

• Languages of publication: EN

Abstracts

EN

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.

Keywords

EN

reflection; reflective practitioner; metacognition; mental operations; undergraduate education; pre-primary education; teacher in pre-primary education

• Publisher: Wydawnictwo Uniwersytetu Kazimierza Wielkiego w Bydgoszczy
• Journal: Przegląd Pedagogiczny
• Year: 2015
• Issue: 1
• Pages: 73-84

Contributors

author

Syslová Zora

• Masaryk Univerzity in Brno

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