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Reflection of pedagogical practice in kindergartens: dimensions and its significance for professional development

Alenka Polak (2010) Reflection of pedagogical practice in kindergartens: dimensions and its significance for professional development. In: Pedagoški koncept Reggio Emilia in Kurikulum za vrtce : podobnosti v različnosti. Pedagoška fakulteta, Ljubljana, pp. 431-444. ISBN 978-961-353-052-5

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    The following paper presents the theoretical analysis of the reflection activity and the reflection process of pedagogical practice in kindergartens. Moreover, different dimensions of reflection, direction and the level of reflection are presented. Useful aspects of reflection are based on elements of the Reggio Emilia Approach and analysed from the perspective of professional development of preschool staff. Professional reflection is a way of thinking about pedagogical action from a certain temporal or situational distance or contemplations about past or current knowledge and work experience. Typical for reflection is personal involvement, subjectivity, (self)criticism and expression at the personal level of experiencing things. Reflection requires a sufficient amount of (self)criticism and readiness to change or improve pedagogical practice. The professional role and the professional self-concept of preschool staff are formed based on reflection, which is also the basis for selfevaluation of preschool staff and educational institutions as such. Without an in-depth reflection and systematic reflection of one’s own pedagogical practice, a critical and genuine perception of the self as a competent implementor of pedagogical work is not possible, as this is the basic prerequisite for professional development of each practitioner and for self-evaluation of educational institutions. The field of reflection recognizes different dimensions: content levels and different orientations. Reflection can occur at the level of reporting, interpretation, real reflection and at the level of integration of personal and professional reflection. Professional reflection can help identify technical and personal orientation and orientation towards problems and criticism. The most in-depth level of reflection refers to the personal mission of individual preschool teachers, their ideals and moral objectives and captures a person’s core qualities. A mission to educate children so that their self-esteem develops, is linked with core qualities such as sensitiveness, empathy, respect and considerateness, without which the real professionalism of preschool staff cannot develop.

    Item Type: Monograph Section
    Keywords: reflection, the Reggio Emilia Approach, self-evaluation, professional, development, preschool staff
    Number of Pages: 461
    Related URLs:
    URLURL Type
    http://reggioemilia.pef.uni-lj.si/images/dokumenti/monografija_ReggioEmilia2.pdfAlternative location
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 455
    Date Deposited: 24 Oct 2011 12:41
    Last Modified: 24 Oct 2011 12:41
    URI: http://pefprints.pef.uni-lj.si/id/eprint/455

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