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Kvalita reflexe v profesním myšlení učitelek mateřských škol

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Syslová Z. , Hornáčková V.

Pedagogická orientace (Journal of the Czech Pedagogical Society)

2014

tom 24

nr 4

535–561

The given study brings the view of professional thinking of pre-school teachers into the professional discourse about professionalization of teaching with the aim to find out about the quality of reflection of pre-school teachers with different levels of qualification. In the foreword chapters, the authors consider the relationship between professionalism and qualification and summarize with introducing three dimensions of professional thinking – cognitive, reflective and subjective dimension. In the paper, the authors concentrate only on the reflective dimension which represents the central point of investigation of the nature of thinking of (female) preschool teachers with different levels of qualification (ISCED 3A and ISCED 5B). They present the models of reflection (Eby, 2000; Korthagen, 2011; Píšová, 2005) that were used in the research. The following part of the paper focuses on the research methodology and findings. The results show that some positive evaluation statements of the respondents about their work are in the contrast to the results of the video analysis. The results of the research investigation have shown that the teachers who had been involved in focused reflection and realization of self-reflection techniques use a higher level of cognitive thinking. Therefore the authors’ view on professional thinking and its development through systematic implementation of reflection already during preservice pre-school teacher education at Faculties of Education has been supported.

Vzdelavaci postupy v priprave budoucich ucitelu materskich skol v CR

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Radmila Burkovicova R.

Scientific Bulletin of Chełm - Section of Pedagogy

2011

nr 1

85-95

Preliminary preparation of studies in the field of pre-school education is carried out using constructive strategies humanities . It starts from the concept of preconceptions of child in relation to the teaching profession and the notion of the professional activities of students. During the internship students have an opportunity to confront the reality with educational theoretical knowledge . The experience students gain is referred to the pedagogical approach , anchored in contextual knowledge and re- verified in pedagogical practice. Education is , therefore, a spiral.