The changes in students’ reflection on the educational process
in time

k 2021

The changes in students’ reflection on the educational process in time

VYSTRČILOVÁ, Petra, Zora SYSLOVÁ a Veronika NAJVAROVÁ

Základní údaje

Originální název

The changes in students’ reflection on the educational process in time

Název česky

Změny v obsahu studentských reflexích v čase

Autoři

VYSTRČILOVÁ, Petra, Zora SYSLOVÁ a Veronika NAJVAROVÁ

Vydání

ETEN Conference, 2021

Další údaje

Jazyk

angličtina

Typ výsledku

Prezentace na konferencích

Obor

50301 Education, general; including training, pedagogy, didactics [and education systems]

Stát vydavatele

Česká republika

Utajení

není předmětem státního či obchodního tajemství

Organizační jednotka

Pedagogická fakulta

Klíčová slova česky

Reflexe praxe, obsah reflexí, předškolní pedagogika

Klíčová slova anglicky

Reflection of school practice, content of reflection, preprimary education

Změněno: 25. 2. 2022 20:05, Mgr. Veronika Najvarová, Ph.D.

Anotace

V originále

In our paper/presentation we will present our research among students of Pre-school education of Faculty of Education Masaryk University, Czech Republic. The research focused on changes in student reflection on the educational process in time. Our research is based on Dewey’s view of reflection (1932). We consider reflection as the link between theory and practice, and a way to build perceptual as well as conceptual knowledge. We define reflection in agreement with Korthagen (2011, p.7) as “mental process that lies in the effort to structure or restructure experience, problem or knowledge or insights.” The aim of our research was to discover what the content is of students’ reflection and whether the use of reflective techniques leads to the improvement of reflective skills. Data collection was conducted in two phases. The first took place at the end of the spring term (2019). We gathered written self-reflections of a week-long pedagogical practice. The second phase of data collection took place six months later, after a three-week-long pedagogical practice. The data were analysed in ATLAS.ti programme. System of analytical categories was adopted from Framework of professional qualities for pre-school teachers (Syslová & Chaloupková, 2015). To analyse the data we conducted descriptive statistical analyses based on absolute frequencies of categories that were identified in students’ self-reflections using the Wilcoxon signed-rank test. The results showed that students‘ reflections underwent quantitative and qualitative changes. The research indicates that students have different potential to reflect (King & Kitchener, 1994). We conclude that the use of learning videos, student’s own videorecordings and evaluative tools may help students to focus their attention to important aspects of educational processes in kindergarten (van Es & Sherin, 2010).

Citovat

VYSTRČILOVÁ, Petra, Zora SYSLOVÁ a Veronika NAJVAROVÁ. The changes in students’ reflection on the educational process in time. In ETEN Conference. 2021.

@proceedings{1763616,
   author = {Vystrčilová, Petra and Syslová, Zora and Najvarová, Veronika},
   booktitle = {ETEN Conference},
   keywords = {Reflection of school practice, content of reflection, preprimary education},
   language = {eng},
   title = {The changes in students’ reflection on the educational process in time},
   year = {2021}
}

TY  - CONF
ID  - 1763616
AU  - Vystrčilová, Petra - Syslová, Zora - Najvarová, Veronika
PY  - 2021
TI  - The changes in students’ reflection on the educational process in time
KW  - Reflection of school practice, content of reflection, preprimary education
N2  - In our paper/presentation we will present our research among students of Pre-school education of Faculty of Education Masaryk University, Czech Republic. The research focused on changes in student reflection on the educational process in time. Our research is based on Dewey’s view of reflection (1932). We consider reflection as the link between theory and practice, and a way to build perceptual as well as conceptual knowledge. We define reflection in agreement with Korthagen (2011, p.7) as “mental process that lies in the effort to structure or restructure experience, problem or knowledge or insights.” The aim of our research was to discover what the content is of students’ reflection and whether the use of reflective techniques leads to the improvement of reflective skills. Data collection was conducted in two phases. The first took place at the end of the spring term (2019). We gathered written self-reflections of a week-long pedagogical practice. The second phase of data collection took place six months later, after a three-week-long pedagogical practice. The data were analysed in ATLAS.ti programme. System of analytical categories was adopted from Framework of professional qualities for pre-school teachers (Syslová & Chaloupková, 2015). To analyse the data we conducted descriptive statistical analyses based on absolute frequencies of categories that were identified in students’ self-reflections using the Wilcoxon signed-rank test. The results showed that students‘ reflections underwent quantitative and qualitative changes. The research indicates that students have different potential to reflect (King & Kitchener, 1994). We conclude that the use of learning videos, student’s own videorecordings and evaluative tools may help students to focus their attention to important aspects of educational processes in kindergarten (van Es & Sherin, 2010).
ER  -

VYSTRČILOVÁ, Petra, Zora SYSLOVÁ a Veronika NAJVAROVÁ. The changes in students’ reflection on the educational process in time. In \textit{ETEN Conference}. 2021.

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