Publication details
The Level of Reflection in the Professional Development of Pre-Primary Teachers
| Authors | |
|---|---|
| Year of publication | 2015 |
| Type | Article in Periodical |
| Magazine / Source | Przegląd Pedagogiczny |
| MU Faculty or unit | |
| Citation | |
| web | http://www.przegladpedagogiczny.ukw.edu.pl/page/pl/cms/biezacy-numer/ |
| Field | Pedagogy and education |
| Keywords | reflection; reflective practitioner; metacognition; mental operations; pregraduual education; pre-primary education; teacher in pre-primary education |
| Description | This study is presenting the expert discourse a view upon the reflection of pre-primary in two phases of their nprofessional 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 unwinds reasoning on the necessity to develop reflective thinking in the pre-primary, which she has based on the existing findings in the said area. She is presenting 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 had resulted from the data analysis. The results show that aimed support of reflection helps to develop higher levels of cognitive thinking and also points to the connection with using more effective strategies in pre-primary education. |