THE REFLECTIVE PRACTICE OF THE TEACHER – WHY IT IS NEEDED
The world we live in is one in permanent change, reorganization, transformation. The educational system has to connect to this world and to form future responsive, flexible, creative adults that respond appropriately to social demands. Referring to such a goal, the educational process aims the forma...
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| Format: | Article |
| Language: | English |
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National Centre for Policy and Evaluation in Education
2018-07-01
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| Series: | Revista de Pedagogie |
| Subjects: | |
| Online Access: | http://revped.ise.ro/wp-content/uploads/2018/07/2018.-1.-93-109.-Stancescu-et-al.pdf |
| _version_ | 1818191994790346752 |
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| author | Ioana STĂNCESCU Luminiţa Mihaela DRĂGHICESCU Ana-Maria Aurelia PETRESCU |
| author_facet | Ioana STĂNCESCU Luminiţa Mihaela DRĂGHICESCU Ana-Maria Aurelia PETRESCU |
| author_sort | Ioana STĂNCESCU |
| collection | DOAJ |
| description | The world we live in is one in permanent change, reorganization, transformation. The educational system has to connect to this world and to form future responsive, flexible, creative adults that respond appropriately to social demands. Referring to such a goal, the educational process aims the formation of students with important competences, like communicational, cognitive and metacognitive, emotional, intercultural, investigative, digital and civic competences.
The question in this situation is what kind of teachers can form such students. Beyond the initial and continuous training for the teaching profession, teachers need to understand that the efficiency of the didactic activity implies, necessarily, the reflection on it.
This study focuses on the concept of reflective practice, on delimiting the stages of this demarche, on identifying methods and instruments specific to reflective practice (reflection diary, video and audio recordings of the lessons, feed-back, etc.) and, respectively, on shaping a possible personality model of the reflective teacher, which subsumes the following dimensions: self-knowledge, knowledge of students, knowledge of the school organization, knowledge of the curriculum, knowledge in the pedagogical field.
We consider that reflective practice is a valuable resource, insufficiently used, which can bring important benefits to the teacher and, implicitly, to the students, towards the scholar success and, subsequently, the professional and social success. |
| first_indexed | 2024-12-12T00:23:27Z |
| format | Article |
| id | doaj.art-f02db993d710416d97a45500e6be1f12 |
| institution | Directory Open Access Journal |
| issn | 0034-8678 2559-639X |
| language | English |
| last_indexed | 2024-12-12T00:23:27Z |
| publishDate | 2018-07-01 |
| publisher | National Centre for Policy and Evaluation in Education |
| record_format | Article |
| series | Revista de Pedagogie |
| spelling | doaj.art-f02db993d710416d97a45500e6be1f122022-12-22T00:44:41ZengNational Centre for Policy and Evaluation in EducationRevista de Pedagogie0034-86782559-639X2018-07-01LXVI19310910.26755/RevPed/2018.1/93THE REFLECTIVE PRACTICE OF THE TEACHER – WHY IT IS NEEDEDIoana STĂNCESCULuminiţa Mihaela DRĂGHICESCUAna-Maria Aurelia PETRESCUThe world we live in is one in permanent change, reorganization, transformation. The educational system has to connect to this world and to form future responsive, flexible, creative adults that respond appropriately to social demands. Referring to such a goal, the educational process aims the formation of students with important competences, like communicational, cognitive and metacognitive, emotional, intercultural, investigative, digital and civic competences. The question in this situation is what kind of teachers can form such students. Beyond the initial and continuous training for the teaching profession, teachers need to understand that the efficiency of the didactic activity implies, necessarily, the reflection on it. This study focuses on the concept of reflective practice, on delimiting the stages of this demarche, on identifying methods and instruments specific to reflective practice (reflection diary, video and audio recordings of the lessons, feed-back, etc.) and, respectively, on shaping a possible personality model of the reflective teacher, which subsumes the following dimensions: self-knowledge, knowledge of students, knowledge of the school organization, knowledge of the curriculum, knowledge in the pedagogical field. We consider that reflective practice is a valuable resource, insufficiently used, which can bring important benefits to the teacher and, implicitly, to the students, towards the scholar success and, subsequently, the professional and social success.http://revped.ise.ro/wp-content/uploads/2018/07/2018.-1.-93-109.-Stancescu-et-al.pdfcompetencesquality of educational processreflective practicereflective teacherteaching style |
| spellingShingle | Ioana STĂNCESCU Luminiţa Mihaela DRĂGHICESCU Ana-Maria Aurelia PETRESCU THE REFLECTIVE PRACTICE OF THE TEACHER – WHY IT IS NEEDED Revista de Pedagogie competences quality of educational process reflective practice reflective teacher teaching style |
| title | THE REFLECTIVE PRACTICE OF THE TEACHER – WHY IT IS NEEDED |
| title_full | THE REFLECTIVE PRACTICE OF THE TEACHER – WHY IT IS NEEDED |
| title_fullStr | THE REFLECTIVE PRACTICE OF THE TEACHER – WHY IT IS NEEDED |
| title_full_unstemmed | THE REFLECTIVE PRACTICE OF THE TEACHER – WHY IT IS NEEDED |
| title_short | THE REFLECTIVE PRACTICE OF THE TEACHER – WHY IT IS NEEDED |
| title_sort | reflective practice of the teacher why it is needed |
| topic | competences quality of educational process reflective practice reflective teacher teaching style |
| url | http://revped.ise.ro/wp-content/uploads/2018/07/2018.-1.-93-109.-Stancescu-et-al.pdf |
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