e-Pedagogium 2016, 16(2):62-74 | DOI: 10.5507/epd.2016.017

Professional Reflection and Self-reflection in the Educational Work of Secondary School Teachers

Michal Novocký
Mgr. Michal Novocký, Department of Pedagogy, Faculty of Education, Matej Bel University, Ružová 13, 974 11 Banská Bystrica, Slovak Republic, E-mail: michal.novocky@umb.sk

This paper will discuss the issue of teachers' reflection and self-reflection within the scope of teaching and extracurricular educational activities. Every teacher should realise the significance of the elements of reflection and self-reflection as they may help to improve their educational work. Only those teachers who evaluate and revise their decisions on a regular basis and rectify individual educational elements have an excellent starting point to achieve progressive changes in their work. Teachers with routine educational methods should be replaced by reflective professionals aware of the need of their continual improvement, therefore they should permanently contemplate about themselves, the students and external and internal teaching conditions. The research focuses on determining the frequency of teachers' reflection of educational elements and the frequency of their professional self-reflection from the point of view of the career level and the type of education. The tool used for the collection of data was a questionnaire of our own design, mostly based on response scales.

Keywords: professional reflection, professional self-reflection, education, secondary school

Published: April 1, 2016  Show citation

ACS AIP APA ASA Harvard Chicago Chicago Notes IEEE ISO690 MLA NLM Turabian Vancouver
Novocký, M. (2016). Professional Reflection and Self-reflection in the Educational Work of Secondary School Teachers. e-Pedagogium, 16(2), 62-74. doi: 10.5507/epd.2016.017
Share...
Download citation
  • BibTeX (.bib)
  • Bookends (.ris)
  • EasyBib (.ris)
  • EndNote (.enw)
  • EndNote 8 (.xml)
  • ISI WoS (.isi)
  • Medlars (.medlars)
  • Mendeley (.ris)
  • MODS (.xml)
  • Papers (.ris)
  • RefWorks (.txt)
  • RefManager (.ris)
  • RIS (.ris)
  • MS Word (.xml)
  • Zotero (.ris)
    • Open full article

    References

    1. Blatný, M. & Plháková, A. (2003). Temperament, inteligence, sebepojetí: Nové pohledy na tradiční témata psychologického výzkumu. Brno: Psychologický ústav AV ČR.
    2. Harkabus, Š. (2004). "Tlačení minulosťou" alebo "ťahaní budúcnosťou" o potrebe zmeny kultúry slovenskej školy. Pedagogické rozhľady, 13, (1): 1.
    3. Hupková, M. (2004). Sebareflexia vo výchovno-vzdelávacej práci učiteľa. In Sebareflexia a kompetencie v práci učiteľa. Bratislava: IRIS.
    4. Hupková, M. (2006). Profesijná sebareflexia učiteľov. Nitra: PF UKF.
    5. Kasáčová, B. (2005). Reflexívna výučba a reflexia v učiteľskej príprave. Banská Bystrica: PF UMB.
    6. Kouteková, M. (2006). Osobnosť vychovávateľa v systéme výchovy mimo vyučovania. 2. vyd. Banská Bystrica: PF UMB.
    7. Kyriacou, Ch. (2004). Klíčové dovednosti učitele. Praha: Portál.
    8. Nakonečný, M. (1998). Psychologie osobnosti. Praha: ACADEMIA.
    9. Novocký, M. (2015). Profesijná sebareflexia a profesijné kompetencie vo výchovno-vzdelávacej práci učiteľa strednej školy (Rigorózna práca). Banská Bystrica: PF UMB.
    10. Petlák, E. (2000). Pedagogicko-didaktická práca učiteľa. Bratislava: IRIS.
    11. Smyth, J. (1989). Developing and Sustaining Critical Reflecion in Teacher Education. Journal od Teacher Education. 40, (2): 4-6. Go to original source...
    12. Švec, V. (1997). Sebareflexe jako nástroj profesionálního (sebe)rozvíjení začínajícich učitelů. Pedagogická orientace. (3): 3-9.
    13. Výrost, J. & Slaměník, I. (1997). Sociální psychologie - Sociálna psychológia. Praha: ISV.

    This is an open access article distributed under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0), which permits non-comercial use, distribution, and reproduction in any medium, provided the original publication is properly cited. No use, distribution or reproduction is permitted which does not comply with these terms.


    Return to the content