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Type of publication: master thesis
Field of Science: Edukologija / Education (S007)
Author(s): Dambrauskienė, Asta
Supervisor: Glebuvienė, Vitolda Sofija
Title: Vaiko ugdymo oraganizavimo refleksija:pradedančio pedagogo ir studento praktikanto gebėjimai
Other Title: Organisational Reflection on a Child‘s Training: A First-Years Teacher‘s and a Student Teachers Abilities
Extent: 136 p.
Date: 20-Jun-2006
Keywords: refleksija;reflection;competence;kompetencija
Abstract: Asta Dambrauskienė. Theme of the Master of Science work: Organisational Reflection on a Child‘s Training: A First-Years Teacher‘s and a Student Teachers Abilities: preschool education Pedagogical University master degree studies/ The research adviser of the work is-doc. Vitolda-Sofija, Glebuvienė. The Pedagogical University of Vilnius, The Departmen of Childhood Studies.-Vilnius, 2006.-136 p. SUMMARY In the minds of teachers reflection coud become the core helping critically to analyse, to realize and give sense for the proceses of thinking, its forms and presumptions as well as for the spiritual world structure and its features. The aim of this master work is to reveal the specific features of the child‘s organisational reflection for a first- year teacher ant student teacher. In order to realize the aim here such research tasks are given: revealing a first –year teacher‘s and a student teacher‘s reflection on a child‘s knowledge competence as well as the reflection on training organisational competence of a first-year teacher and a student teacher. The work gives a theoretical analysis of the concept of reflection and also reveals the complication of reflection, helping to perceive its necessity to organize training. Having analysed reflection in action, reflection on action and reflection for action one can perceive a child‘s all organisational training. Having in mind that reflection as well as competence is knowledge and abilities to use it, this work analyses a first-year teacher‘s and the student teacher‘s abilities on the child organisational training. There is also revealed the features of reflection in action and reflection for action as well of organisational training reflection abilities, a child‘s abilities of knowledge reflection and features of interaction reflection; specific features on reflection of action and individual reflection. The data of this research showed, that respondents reflection on a child‘s organisational training was not sufficient. In such a way the analysed propositions of hypothesis were confirmed.
Appears in Collections:VDU, ASU ir LEU iki / until 2018

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