https://doi.org/10.59132/viz/2017/5-6/17-26
Povzetek
Oblikovanje poklicne vloge pedagoških delavcev je proces intenzivnega učenja, ki vključuje kognitivne, socialne, čustvene, telesne in druge razsežnosti učenja ter temelji na izkušenjskem in refleksivnem učenju ter meta-učenju. Prispevek bo izpostavil pomembnost strokovne refleksije pedagoških delavcev, zlasti ravni reflektiranja in predvidene učinke. Strokovna refleksija je ustna ali pisna manifestacija kritičnega razmišljanja o lastnem pedagoškem ravnanju in doživljanju ali ravnanju nekoga drugega z neke časovne razdalje in/ali z vidika spremenjenih okoliščin. Za refleksijo je značilna osebna vpletenost, subjektivnost, (samo)kritičnost in izražanje na osebni ravni doživljanja. Prispevek bo polemiziral tezo, da brez poglobljene in (samo)kritične osebne refleksije ne pride do kritičnega dojemanja samega sebe, saj je to osnovni predpogoj profesionalnega razvoja vsakega pedagoškega delavca in posredno tudi samovrednotenja vzgojno-izobraževalne institucije. V prispevku bomo posebej izpostavili pomembnost pisnih refleksij kot formativnega orodja profesionalnega (samo)oblikovanja. Formativna naravnanost pisnih refleksij v procesu izobraževanja in usposabljanja pedagoških delavcev bo prikazana na primeru refleksivnih zapisov (bodočih) pedagoških delavcev na področju timskega dela. Pisne refleksije bodo utemeljene kot primer primernega formativnega orodja za razvijanje poklicnih kompetenc, oblikovanje poklicne vloge in za kontinuiran profesionalni razvoj pedagoških delavcev.
Abstract
Written Reflections as a Formative Tool for Self-Shaping the Professional Role of (Prospective) Pedagogical Staff, and Professional Development
Shaping the professional role of pedagogical staff is a process of intense learning, which involves cognitive, social, emotional, physical and other dimensions of learning, and which is based on experiential and reflective learning and on meta-learning. This paper will highlight the importance of professional reflection carried out by pedagogical staff, especially the levels of reflection and the anticipated effects. Professional reflection is an oral or written manifestation of critical thinking about one’s own pedagogical actions and experiences or about the actions of another person at a later time and/or from the perspective of altered circumstances. Reflection is characterised by personal involvement, subjectivity, (self-)criticism and expressing oneself on the level of personal experiences. This paper will polemicise the hypothesis that without in-depth and (self-)critical personal reflection we cannot critically perceive ourselves, as it is the basic prerequisite for the professional development of each member of pedagogical staff and, indirectly, for the self-assessment of the educational institution. The paper will highlight in particular the importance of written reflections as a formative tool of professional (self-)shaping. The formative tendency of written reflections in the process of educating and training pedagogical staff will be demonstrated on the example of reflective texts from (prospective) pedagogical staff on the topic of teamwork. These written reflections will be substantiated as an example of a suitable formative tool for developing professional competences, shaping the professional role, and for the continuous professional development of pedagogical staff.