REFLECTIVE LEARNING AS AN EDUCATIONAL PHENOMENON IN TRAINING OF SPECIAL EDUCATION TEACHERS AT HIGHER EDUCATION SCHOOL ; REFLEKTYVUS MOKYMASIS KAIP EDUKACINIS FENOMENAS UGDANT SPECIALIUOSIUS PEDAGOGUS AUKŠTOJOJE MOKYKLOJE

Sujets

• Educology
• Higher education
• Reflection

Informations

• Publié par: siauliai_university
• Publié le: 01 janvier 2009
• Nombre de lectures: 49

Extrait

Summary of Doctoral Dissertation
Social Sciences, Education (07 S)
Šiauliai, 2009
UgCRNAITNILONSAALOPAHVENBOMENROINU IICNE TNRALITNsIjNmG TOFE USIPIECTIONASLHEDOLD CAASTG IIONEA E TIEECAREFCubnyHus ERiSi eAYTI RHVING HAERLEDAU`CUThe dissertation was prepared in 2005–2009 at Šiauliai University.
Scientific supervisor:
Prof., Dr. Habil., Academician of Russian Academy of Pedagogical and Social Sciences Vy-
tautas Gudonis (Šiauliai University, Social Sciences, Education – 07S, Psychology – 06S)
Consultant:
Prof., Dr. Vilma Žydžiūnaitė (Kaunas University of Technology, Social Sciences, Educa-
tion – 07S)
The dissertation is defended at the Academic Council of Education
Studies of Šiauliai University:
Chairperson
Prof., Dr. Habil. Audronė Juodaitytė (Šiauliai University, Social Sciences, Education –
07S)
Members:
Prof., Dr. Habil. Marija Barkauskaitė (Vilnius Pedagogical University, Social Sciences,
Education – 07S)
Prof., Dr. Habil. Vytautas Gudonis (Šiauliai University, Social Sciences, Education –
07S, Psychology – 06S)
Prof., Dr. Habil. Margarita Teresevičienė (Vytautas Magnus University, Social Sciences,
Education – 07S)
Assoc. Prof., Dr. Stefanija Ališauskienė (Šiauliai University, Social Sciences, Education –
07S)
Opponents:
Prof., Dr. Habil. Kęstutis Kardelis (Lithuanian Academy of Physical Education, Social Sci-
ences, Education – 07S)
Prof., Dr. Liudmila Rupšienė (Klaipėda University, Social Sciences, Education – 07S)
The official defence of the dissertation will be held at the public session of the Council of Educa-
tional Studies trend at the library of the Siauliai University (Vytauto g. 84, Room 413, Floor 4) at
10 o‘clock on May 15, 2009.
The summary of the doctoral dissertation was sent out on 15 April 2009.
The dissertation is available at the library of Šiauliai University.
Please send responses to:
Šiauliai University, Vilniaus st. 88, 76285 Šiauliai, Lithuania.
Tel. [phone], fax [phone], e-mail [e-mail]
2Daktaro disertacijos santrauka
Socialiniai mokslai, edukologija (07 S)
Šiauliai, 2009
3
LE UEADYUjKVACIENUIS sFmEIN OLOMIENMOATYSEUBGgDRAENRTNSPIECIIALIUJKS SIMASUKS S PVEDKAFGROubnyGus UiSi eAUSKT`TOTJSOEJIEUMrOLKAY`AIPKODisertacija rengta 2005–2009 metais Šiaulių universitete.
Mokslinis vadovas:
prof. habil. dr., Rusijos pedagoginių ir socialinių mokslų akademijos akademikas Vytautas
Gudonis (Šiaulių universitetas, socialiniai mokslai, edukologija – 07S, psichologija – 06S)
Konsultantė:
prof. (HP) dr. Vilma Žydžiūnaitė (Kauno technologijos universitetas, socialiniai mokslai,
edukologija – 07S)
Disertacija ginama Šiaulių universiteto Edukologijos mokslo krypties
taryboje:
Pirmininkė
prof. habil. dr. Audronė Juodaitytė (Šiaulių universitetas, socialiniai mokslai, edukologija –
07S)
Nariai:
prof. habil. dr. Marijona Barkauskaitė (Vilniaus pedagoginis universitetas, socialiniai moks-
lai, edukologija – 07S)
prof. habil. dr., Rusijos pedagoginių ir socialinių mokslų akademijos akademikas Vytautas
Gudonis (Šiaulių universitetas, socialiniai mokslai, edukologija – 07S, psichologija – 06S)
prof. habil. dr. Margarita Teresevičienė (Vytauto Didžiojo universitetas, socialiniai mokslai,
edukologija – 07S)
doc. (HP) dr. Stefanija Ališauskienė (Šiaulių universitetas, socialiniai mokslai, edukologija –
07S)
Oponentai:
prof. habil. dr. Kęstutis Kardelis
(Lietuvos kūno kultūros akademija, socialiniai mokslai, edukologija – 07S)
prof. (HP) dr. Liudmila Rupšienė
(Klaipėdos universitetas, socialiniai mokslai, edukologija – 07S)
Disertacija bus ginama viešame Edukologijos mokslo krypties tarybos posėdyje 2009 m. gegužės
mėn. 15 d. 10 val. Šiaulių universiteto bibliotekoje (Vytauto g. 84, 4 a., 413).
Disertacijos santrauka išsiuntinėta 2009 m. balandžio mėn. 15 d.
Disertaciją galima peržiūrėti Šiaulių universiteto bibliotekoje.
Atsiliepimus siųsti adresu:
Mokslo skyriui, Šiaulių universitetas, Vilniaus g. 88, 76285 Šiauliai
Tel. (8~41) 595 821, faksas (8~41) 595 809, el. paštas: [e-mail]
4INTRODUCTION
Research relevance. Science society paid a lot of attention to the training of specialists in
th sthigher education. At the end of the 20 century – the beginning of the 21 century a lot of attention
has been paid to the creation of strategies for learning from personal experience and understanding
the process of reflection as activating premise to life-long learning. The education is understood as
meaningful construction of own lived world as well as the world of learners (Ozmon, Craver, 1996).
Students’ learning at higher education school involves person’s thinking, feelings, perception and
behaviour. In order to improve students’ learning, one of the aims should be the nurturance of the
abilities to reflect own experience. The experience of students is a valuable and essential source of
learning (Knowles, 1988; Jarvis, 2006). The analysis of experience is the main activity of learning
process, which is analysed by applying reflection. Thinking over experience is considered as the
process of conveyance of learning action. In this case both personal and professional development
1of a student can be defined as the movement from assimilation of new knowledge and its under-
2 3standing limits to the research of existing premise values and perspectives (Nicholls, 2001).
Traditional teaching/learning conception, which emphasises the importance of knowledge ac-
quisition and transmission, in higher education is changed by modern – constructionist paradigm of
learning that defines learning as process involving qualitative changes of student’s thinking, feel-
ings, perception and behaviour. As well as to highlight his/her ability to see, to experience and to
understand the processes taking place in the real world and the possibility to create individual
knowledge by himself/herself, to think and to evaluate own personal growth. The relevance of the
dissertation research topic is based on the factor of timeliness: the most important strategic of the
4
European Union point out new requirements and strivings for higher education institutions, and the
Bologna process still remains the impellent of higher education change. The idea of students’ mo-
bility, the reform of study programmes and more flexible teaching (learning) is fostered; it is urged
to collaborate through exchange programmes and partnership, and by this to improve the quality of
studies and to adjust it to European standards. It is also discussed how to involve main receivers of
the profit, namely students, into the process of the study system improvement as well as how to
more orient studies towards a student and to increase competetiveness in the labour market, etc.
Thus continual and business-like consideration of the documents of the Bologna process, when op-
timising the study process, should be related not only to the factor of timeliness as the relevance of
the research topic, but also to the factor of social effectiveness. Main objectives of higher education
are oriented to students’ ability to learn continuously, as well as referring to reflection of experience
to develop their holistic competence of a prospective specialist. The ability to think critically, to
analyse own experience and trials stimulate students to more actively get involved into teaching
/learning process by envisaging and solving problems, as well as making complex decisions in
complicated situations.
When solving problems of higher education, the attention is paid so that learners are too less
oriented to acquire such abilities, which would allow them to choose and to assess knowledge and
abilities as well as to independently use these achievements. Teachers can change the understanding
about students’ learning by paying enough attention, time and efforts; by trying to analyse and ex-
plore learning process (Žydžiūnaitė, 2001), by adequately choosing innovative and reflective teach-
ing/ learning methods. Learners should not only acquire appropriate knowledge; and an educator
does not limit himself/herself by its rendering only. Both participants of this activity have to feel
that what they do is important for them and is related to what it is important for them. In order to
develop the reflection competence of a student as prospective specialist, it is necessary to apply re-
flection as teaching / learning medium already during the first years of the studies. This is substanti-
ated by theoretical statements and results of empirical researches by most foreign scientists
1 Meta-learning
2 Purposefulness in learning
3
Reflection
4
The Sorbonne Joint Declaration, 1998; The Bologna Declaration, 1999; The Prague Communiqué, 2001; the Berlin Communiqué, 2003; the Bergen
Communiqué, 2005; the London Communiqué, 2007. Available on the Internet: http://www.smm.lt/fit/tbendradarbiavimas/bolonijos_p.htm.
5(McCaugherty, 1991; Cliff, 2000; Sluijsmans et al., 2003; Thompson et al., 2005; Risquez et al.,
2008; Berzins, Sofo, 2008, etc.).
Reflective learning is relevant in training special education teachers (Marilyn, 1996; Pavri,
2004, Brownell et al., 2005; Blake, Monakan, 2006; Kirch et al., 2007; Welch, James, 2007, etc.):
the work is specific because the activity is based on inter-relationship of education process partici-
pants, there are a lot of problems, which are faced in