Izvleček
V prispevku želimo osvetliti refleksijo učitelja in učenca v pedagoški praksi. Refleksija v vsakdanji praksi je pogosto nenačrtovana in usmerjena v reševanje problemov. Izsledki raziskav o učenju in razumevanju učenja izpostavljajo, da je učenje učinkovito takrat, ko je samoregulativno. Refleksija je del samoregulativnega učenja, ki vključuje procese presojanja samega sebe ter reakcije na lastno učenje. Refleksija pri pouku naj ne bo hitro in površno izvedena dejavnost za učence, temveč premišljena in načrtovana dejavnost v okviru sprotne priprave na pouk. V nadaljevanju se želimo osredotočili predvsem na vlogo in pomen refleksije v procesu učenja in poučevanja, izpostavili bomo nekatere dejavnike, ki vplivajo na kakovost izpeljane refleksije. Prikazali bomo orodja in opisali načine izvedbe refleksije na študijskem srečanju učiteljev razrednega pouka v avgustu 2019.
Abstract
Student and Teacher Reflection
The purpose of the article is to highlight teacher and student reflection in pedagogical practice. In everyday practice, reflection is often unplanned and focused on solving problems. Research results on learning and understanding of learning point to the fact that learning is effective when it is self-regulated. Reflection is a part of self-regulated learning which includes the processes of self-evaluation and reacting to one’s own learning. Reflection in class should not be something students accomplish quickly and sloppily, it should be a thought-out and planned activity as part of regular preparation for class. The article further focuses primarily on the role and importance of reflection in the learning and teaching process, with a few factors influencing the quality of the performed reflection. We will introduce the tools and describe the ways of performing reflection at the teacher meeting for teachers teaching classes 1-5 in August 2019.