Please use this identifier to cite or link to this item:https://hdl.handle.net/20.500.12259/469
Type of publication: Straipsnis / Article
Author(s): Anužienė, Laimutė;Šliužaitė, Vilma
Title: Šv. Ignaco pedagogine paradigma grįsto reflektyvaus ugdymo(si) modelio diegimas Karaliaus Mindaugo profesinio mokymo centre
Other Title: Implementation of reflective teaching/learning model based on the St. Ignatian pedagogical paradigm at Karalius Mindaugas Vocational Training Centre
Is part of: Profesinis rengimas: tyrimai ir realijos, 2014, nr. 25, p. 150-165
Publishing data: Vytauto Didžiojo universitetas
Date: 2014
Keywords: Jėzuitiškas ugdymas;Šv. Ignaco pedagoginė paradigma;Reflektyvus mokymas(is)/ugdymas(is);Jesuit education;Ignatian pedagogical paradigm;Reflective teaching/learning
Abstract: Esminis klausimas, į kurį turi atsakyti kiekviena ugdymo įstaiga, siekianti taikyti reflektyvų ugdymą: kokios pasirinkto reflektyvaus ugdymo(si) modelio integracijos į ugdymo turinį galimybės? Straipsnyje pristatomas Šv. Ignaco pedagogine paradigma (toliau – IPP) grįsto reflektyvaus ugdymo(si) modelio diegimas Karaliaus Mindaugo profesinio mokymo centre (toliau – KMPMC). Pirmuose trijuose skyriuose pateikiamas teorinis refleksijos taikymo profesiniame ugdyme(si) pagrindimas, pristatant pagrindinius jėzuitiško ugdymo bruožus bei išryškinant ignaciškos paradigmos reikšmingumą mokinių reflektyviam ugdymui(si). Paskutiniame skyriuje išsamiai pristatoma, kaip IPP grįstas reflektyvaus ugdymo(si) modelis praktiškai taikomas ugdymo(si) procese KMPMC.
This paper looks at the role of reflection in learning and presents a concrete model of reflection within learning used at the Karalius Mindaugas Vocational Training Center. Over the last decade, increasingly more emphasis is being placed on the importance of incorporating reflective learning models into educational content, because reflective learning enables students to take a deeper look at the learning process. Reflection helps a student to become an active participant in the educational process: it teaches a student to ask questions, to analyse experiences gained in the classroom and during his/her teaching practices, to combine separate elements of the learning process into a single whole, ascribing to them meaning and purpose. Reflecting on one’s learning can help a student to take an objective view of his/her progress and to see what is going well and what needs to be improved. Reflection helps a student to grow as a person as he/ she assesses and reflects upon his/her actions. The aim of the paper is to show how the reflective learning model based on the Ignatian pedagogical paradigm (IPP) is incorporated into educational content at the Karalius Mindaugas Vocational Training Center. The objectives of the paper: 1. To discuss the role of reflection in students’ learning. 2. To present key characteristics of Jesuit education. 3. To explain the elements of the IPP. 4. To present the practical application of the reflective learning model based on the IPP at the Karalius Mindaugas Vocational Training Center. In the Karalius Mindaugas Vocational Training Center, vocational education is based on the Ignatian educational principles. In the Center, the learning process is planned and carried out by offering the curriculum in finite cycles – modules consisting of several thematically related courses that are designed to offer opportunities to acquire certain competencies. Modular vocational education (learning) process is organized on the basis of IPP and it is cyclical in nature. It is carried out through a series of interrelated phases - the acquisition of experience, reflection/ action and evaluation (see Picture No. 2). Each module ends with a creative integrated project, which enables the students to consolidate the acquired skills and competencies (6 projects during the academic year). Moreover, three community-based projects are implemented during the school year, “The Teacher of My Life,” “Love Your Teacher” and “Respect Your Teacher” (See Table No. 2). The community-based projects allow students to show their achievements, to evaluate their accomplishments and failures. Consistent use of the IPP fosters students’ ability to continually reflect on their learning experience, combining knowledge acquired in the classroom and their experience gained during project activities aiming to solidify the acquired competencies. The use of the IPP enables students to encounter truth and to explore a deeper meaning of their daily work and life.
Internet: https://eltalpykla.vdu.lt/1/469
https://hdl.handle.net/20.500.12259/469
Appears in Collections:Profesinis rengimas: tyrimai ir realijos 2014, nr. 25

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