Zbornik Radova Filozofskog Fakulteta u Prištini (Jan 2013)
Fragments on teachers' reflective practicum
Abstract
in many historical and comparative overviews of the works, in which there is an analytical discussion of the dominant pedagogical theories in the twentieth century, John Dewey (Dewey, 1933) is referred to as the founder and creator of the concept of reflection (reflective thought and knowledge) in practice. Reflection as a concept is understood as the forms and the form of problem solving, as well as continuously thinking about the causes of problems in situations in situ, including active and systematically and consistently changing connecting ideas with solutions to the problems and situations that preceded them (Hatton & Smith, 1995). Reflective thinking is the most general level to tackle practical problems, allowing the ''recommended'' doubts and confusion before proposing possible solutions to the problem. Dewey wrote about a reflective action which refers to the use of solutions to the problem and to thinking through the course of the action. in later works of the authors who have dealt with this problem, an unambiguous link can be observed between the so-called ''professional'' action and the reflection on action which, in this cyclical relationship, leads to visible changes (Zeichner & Gore, 1984). Already at first glance, this implies a connection with experiential learning and adult position of observation and reflection in various models of experiential learning, which will be discussed later. it would be useful to compare this method with a cyclic action of routine as an expression of impulse, tradition and authority. Reflective action, as opposed to the routine, is a consistently and carefully thought-out action (practice reflection), which is an ''awakened'' knowledge and belief, and that is an expression of openness, accountability and commitment. We are ready for reflection, says Schon, when the ''knowledge-in-action'' - a kind of knowledge that professionals notice when it is acted spontaneously - occurs suddenly and unintentionally (Schon, 1987). This presents, almost unexpectedly and suddenly, two types of reflection (1) reflection on action which occurs during the action interrupting and interfering with it, and (2) reflections in action which appears in the action as well as in the disruption and interruption, so that we think about her and about how to reshape the action that takes place in the moments of reflection. The idea of reflective practitioners (educators, adult educators, sociologists, etc.), or a practitioner who thinks about his/her own practice and the practice of reflection draws on its theoretical origins that Schon develops almost like an original idea that became well-known. He assumes that the practice of practical activities (such as teaching, instruction, therapeutic work of doctors or therapists) constitutes an original and very specific epistemology. Contrary to the dominant technical rationality that underpins modern professional education, Schon believes that professional knowledge and competence includes the effect of successful practitioners (educators, adult educators, teachers, etc.), especially in reflection-in-action (''reflection of what we do while doing'') (Schon, 1986), which appears in problem situations. Hence, the practical education of the profession, according to the author, necessarily follows the model of learning by doing a particular kind of apprenticeship modelled on the training of musicians, artists and drama artists. In his second book (The Reflective Practitioner), Schon develops reflective practicum and confronts it with a dominant, normative curriculum, which constitutes the basis of theoretical knowledge to solve practical, instrumental problems. Practice, however, that is often characterized by uncertainty in this case does not become one solution, but the solution depends on the choice of the value of paragraph, depending on what aspect of the situation we pay more attention to. Schon distinguishes knowledge in action, what implicit knowledge is contained in intelligent actions that are difficult to explicate verbally, and theory of action, an attempt to describe the tacit knowledge based on observation and reflection (reflection). While knowledge is a dynamic action, the theories of action (descriptions of the operation and the strategies they use, rules, values and assumptions which we hold) are always a static structure. They are practical checks that are back in action. These checks are nothing but an evaluation of our theory and action based on the action, and self-evaluation practitioners. It is believed that only in an ironic sense and not as a pedeutological truism active and dynamic teaching situation can be treated as a non-susceptible reflective thinking of teachers. Advocates of this view argue that this is so because the teacher is in the midst of an activity, and cannot make a ' 'step back' ' nor the first rationalization of the various alternative courses of action in the immediate moment, but he then reflects on the consequences of the different alternatives. And even though he thinks very carefully about how to act in each moment and the situation that continues, he eventually has to admit to himself that he must determine on something that he does or does not do. Thus, a teacher who works is in a way still a dogmatist who can think of a rich range of possible actions and activities, while it may seem that he can do only one thing at a time. Proponents of this concept of critical reflexivity used to broad explanations of his criticism that are often based on a single act of the court action, which may not always be the argument of generalization. Notwithstanding the aforementioned arguments, finding that the teacher is an active teaching situation that is too busy to think reflectively, it does not mean that the teaching sentenced to life is a blind impulsivity and a conduct routine. Teachers feel that they can continue to operate keenly and dedicatedly. When you are in the classroom, good teachers act ''knowingly'' and often with a direct review or selfinsight. As teachers, we are often like them in a position to find ourselves (beat out) in a situation that bites ''language''. On the other occasions, the situation and context tell us in which direction and how to act. Reflective thinking and actions of the teacher's centred and insufficiently treated pedeutological term should demand phenomenological, philosophical, conceptual and empirical research. in this short essay on reflective practicum teachers restrict to just thinking about distinctive phenomenological attitude and the importance of teaching practice as a reflective action. We may ask where and how does reflection affect pedagogical reality? is it in a way that reflectivity can be achieved through experience? How does this differ from conceptualizations that were made in literature? What kind of reflection and conscious and meaningful action can be achieved in the classroom? What are the forms of knowledge and skills that inform and constitute the practice? We know ad nauseam that beginning teachers (sometimes occurs and marks the induction of teachers) typically face a number of problems in the interactive reality of teaching. We will present, at the beginning, the ideal situation: thoroughly prepared new teachers, an expert in the field of science that teaches, successfully defeating the theory of developmental psychological characteristics of students working with them etc., an expert who becomes a connoisseur equipped with knowledge about successful models of teaching and school management, someone who successfully combines the practical and theoretical skills acquired in the training of team cooperation and through learning the exercises in observation of teaching, acquires and begins to develop a critical understanding of the philosophical, political and professional implications and issues of professional practice. Finally, regardless of the lack of experience, the teacher is willing to consciously and conscientiously "lead" students through innovative, well-structured, streamlined lectures and lessons. it is not unusual that, despite the excellent preparation, new teachers still do well in the conflict and confusion of the reality in the classroom: he is now "face to face" with students, faced with the risk of no illusions and self-delusion, and with all plans and no anticipation fit to the new reality. And somehow, by some chance, not all the hard-earned knowledge in the subject areas of science and teaching, teaching skills, teaching, and educational theory and knowledge of the characteristics of the curriculum are fulfilled nor they live the reality of the teaching situation.
