Bariery i ograniczenia w refleksyjnym rozwoju nauczycieli wczesnej edukacji

Autor:	Iwona Czaja-Chudyba, Bożena Muchacka
Rok vydání:	2018
Předmět:	Postmodernity Politics media_common.quotation_subject Slogan Reflexivity Professional development Pedagogy Personality Cognition Space (commercial competition) Psychology media_common
Zdroj:	Forum Pedagogiczne. 8:17-32
ISSN:	2449-7142 2083-6325
DOI:	10.21697/fp.2018.2.02
Popis:	The idea of reflective development of teachers has been an important issue in education for years, but this slogan remains in the space of wishes and postulates. Researchers most often do not delve into the reasons for the persistent remaining of teachers on safe positions of a non-reflective, instrumental-technical way of experiencing reality. Therefore, the aim of the article will be an analysis of the subjective and external limitations in the process of reflective development of early education teachers. The presented classification of limitations will include subjective barriers (cognitive, emotional-motivational and related to personality) and (related to external factors) cultural, political and environmental barriers, which are linked to the specificity of the educational process. It should be emphasized that the awareness of factors inhibiting or limiting reflective professional development may contribute to a better understanding of the situation of early education teachers, as it is one of the most optimal forms of participation in postmodernity.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::af901f70fdcaaab11f2c1cad629d5e11 https://doi.org/10.21697/fp.2018.2.02 Zobrazit plný text záznamu