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Title:Pogled in vpogled na refleksijo učiteljev
Authors:ID Cencič, Majda (Author)
Files:.pdf RAZ_Cencic_Majda_2025.pdf (354,97 KB)
MD5: BC9B95916776BF32977744ACF39DCDB9
 
URL https://doi.org/10.18690/um.pef.7.2025.1
 
Language:Slovenian
Work type:Scientific work
Typology:1.16 - Independent Scientific Component Part or a Chapter in a Monograph
Organization:UZUM - University of Maribor Press
PEF - Faculty of Education
Abstract:Usmerjamo se na refleksijo in jo opredeljujejo v ožjem in širšem pomenu, pa tudi na refleksijo kot na kognitivni in afektivni proces, ki naj vključuje tudi akcijsko dimenzijo. Pogled dopolnjujemo z vpogledom v prakso, ki so nam ga na osnovi nestrukturiranega intervjuja omogočile izbrane učiteljice razrednega pouka ter z odgovori na spletni vprašalnik manjšega neslučajnostnega vzorca razrednih učiteljev prvega in drugega vzgojno-izobraževalnega obdobja. Na osnovi zbranih podatkov povzemamo, katere pristope in pripomočke najpogosteje uporabljajo razredni učitelji, kako se čutijo kompetentni ter kje zaznavajo prednosti uporabe refleksije. Menimo, da je najpomembnejše, da učitelji poznajo refleksijo in njene prednosti ter da so pozitivno naravnani k njeni uporabi, kljub temu da se čutijo obremenjeni z različnim delom ter menijo, da jim primanjkuje časa za refleksijo. Dodajamo, da bi bilo koristno bolj promovirati in nadgraditi refleksijo v smeri akcijske dimenzije. Večji poudarek pa naj bi refleksiji namenili tudi pri študiju za učiteljski poklic.
Keywords:refleksija, refleksivni pouk, pristopi, pripomočki, mnenja učiteljev, razredni pouk
Publication status:Published
Publication version:Version of Record
Publication date:21.07.2025
Place of publishing:Maribor
Publisher:Univerza v Mariboru, Univerzitetna založba
Year of publishing:2025
Number of pages:Str. 7-25
PID:20.500.12556/DKUM-94962 New window
UDC:37.015
COBISS.SI-ID:246587395 New window
DOI:10.18690/um.pef.7.2025.1 New window
Publication date in DKUM:06.05.2026
Views:183
Downloads:4
Metadata:XML DC-XML DC-RDF
Categories:Misc.
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Record is a part of a monograph

Title:Sodobni didaktični diskurzi v kontekstu pedagoške tradicije : monografija v počastitev 80-letnice prof. dr. Martina Kramarja
Editors:Marija Javornik, Milena Ivanuš-Grmek, Monika Mithans
Place of publishing:Maribor
Publisher:Univerza v Mariboru, Univerzitetna založba
Year of publishing:2025
ISBN:978-961-299-018-3
COBISS.SI-ID:242816515 New window

Document is financed by a project

Funder:ARIS - Slovenian Research and Innovation Agency
Project number:P5-0174-2022
Name:Pedagoško-andragoške raziskave - Učenje in izobraževanje za kakovostno življenje v skupnosti

Licences

License:CC BY 4.0, Creative Commons Attribution 4.0 International
Link:http://creativecommons.org/licenses/by/4.0/
Description:This is the standard Creative Commons license that gives others maximum freedom to do what they want with the work as long as they credit the author.
Licensing start date:21.07.2025

Secondary language

Language:English
Title:A look and insight into teacher reflection
Abstract:This paper explores the concept of teacher reflection, examining it both narrowly and broadly, and considering it as a cognitive and affective process that should also incorporate an action-oriented dimension. We supplement this theoretical perspective with insights from practice, drawn from an unstructured interview with selected classroom teachers and responses to an online questionnaire completed by a small, non-random sample of teachers working in the first and second educational cycles. Based on the collected data, we summarize the approaches and tools most commonly used by teachers, how competent they feel in applying reflection, and the benefits they associate with reflective practice. We argue that it is crucial for teachers to be familiar with the concept of reflection and its benefits, and to have a positive attitude toward its implementation, despite often feeling overwhelmed by numerous responsibilities and lacking time for reflection. We further suggest that reflection should be promoted and developed with a stronger emphasis on its action-oriented dimension. Additionally, more attention should be given to reflection in teacher education programmes.
Keywords:reflection, reflective teaching, teacher perspectives, aproaches, tools, clasroom teaching


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