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Abstract
What was the subject of considerations in this study was the reflectiveness of pedagogy students at different levels of academic education. The research had a comparative nature.
The measurement of students? reflective thinking was made by the Polish adaptation of Questionnaire to Measure the Level of Reflective Thinking by Kember et al. (2000). The reflective thinking may be categorised into four distinct stages: ?habitual action?, ?understanding?, ?reflection? and ?critical reflection?. The results confirmed the assumption that three groups of students at a different level of studies differ in their reflective thinking.
Keywords
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References
- DEWEY J., 1988, Jak myślimy?, PWN, Warszawa.
- DINKELMAN T., 2000, An inquiry into the development of critical reflections in secondary student teachers, Teaching and Teacher Education, 16 (2).
- KEMBER D., LEUNG D., JONES A., LOKE A.Y., 2000, Development of a questionnaire to measure the level of reflective thinking, Assessment and Evaluation in Higher Education, 25 (4).
- KEMBER D., MCKAY J., SINCLAIR K., WONG F.K.Y., 2008, A four-category scheme for coding and assessing the level of reflection in written work, Assessment and Evaluation in Higher Education, 33 (4).
- MEZIROW J., 1991, Transformative dimensions of adult learning, Jossey-Bass, San Francisco.
- PERKOWSKA-KLEJMAN A., 2012, Czy twoi studenci są refleksyjni?, Studia Edukacyjne, 21.
- RODGERS C., 2002, Defining reflection: Another look at John Dewey and reflective thinking, Teachers College Record, 104 (4).
- SCHÖN D.A., 1983, The Reflective Practitioner: How Professionals Think in Action, Basic Booksp, New York.
- TAKONA J.P., 2002, Pre-service teacher portfolio development, Writers Club Press, Lincoln, NE.
- WEIMER M., 2013, Four Levels of Student Reflection, strona internetowa, http://www.facultyfocus.com/articles/teaching-and-learning/four-levels-of-student-reflection/, data pobrania: 29 lipca 2013.
References
DEWEY J., 1988, Jak myślimy?, PWN, Warszawa.
DINKELMAN T., 2000, An inquiry into the development of critical reflections in secondary student teachers, Teaching and Teacher Education, 16 (2).
KEMBER D., LEUNG D., JONES A., LOKE A.Y., 2000, Development of a questionnaire to measure the level of reflective thinking, Assessment and Evaluation in Higher Education, 25 (4).
KEMBER D., MCKAY J., SINCLAIR K., WONG F.K.Y., 2008, A four-category scheme for coding and assessing the level of reflection in written work, Assessment and Evaluation in Higher Education, 33 (4).
MEZIROW J., 1991, Transformative dimensions of adult learning, Jossey-Bass, San Francisco.
PERKOWSKA-KLEJMAN A., 2012, Czy twoi studenci są refleksyjni?, Studia Edukacyjne, 21.
RODGERS C., 2002, Defining reflection: Another look at John Dewey and reflective thinking, Teachers College Record, 104 (4).
SCHÖN D.A., 1983, The Reflective Practitioner: How Professionals Think in Action, Basic Booksp, New York.
TAKONA J.P., 2002, Pre-service teacher portfolio development, Writers Club Press, Lincoln, NE.
WEIMER M., 2013, Four Levels of Student Reflection, strona internetowa, http://www.facultyfocus.com/articles/teaching-and-learning/four-levels-of-student-reflection/, data pobrania: 29 lipca 2013.