THE ROLE OF THE SELF-REFLECTION IN THE UNDERGRADUATE TEACHING PRACTICE IN VOCATIONAL SUBJECTS

Badacz i jego perspektywy interpretacyjne w studiach nad dziejami nauki

Kwartalnik Historii Nauki i Techniki ◽

10.4467/0023589xkhnt.21.010.13708 ◽

2021 ◽

pp. 11-23

Author(s):

Jaromir Jeszke

Keyword(s):

History Of Science ◽

The Self ◽

Field Of Study ◽

Self Reflection ◽

The Past ◽

History Of ◽

Specialist Knowledge ◽

Self Knowledge

The Researcher and Their Interpretative Perspectives in the Studies on the History of Science A historian (also of medicine) should accept the values and canons of the studied culture, including medical ones, as their own. As Florian Znaniecki pointed out in his works, they should be the researcher’s highest authority. This means that the researcher should deviate from evaluating the ideas and practices of the studied culture from their own perspective. The category of minimal cultural imputation developed by Wojciech Wrzosek shows that it is not an easy process. However, the application of the subjective-rational perspective to the interpretation has already become an obvious approach. An open and much less obvious problem is the role of the historian of science when they venture to make comparisons between past and present scientific cultures. By doing so, do they still remain a historian, or – by undertaking such comparisons and evaluations – do they abandon the role, assuming the position of, for example, methodologist? The author of the article outlines the possibilities of separating these roles, presenting the attitude of a ‘methodologist’ who searches in the past for the roots and theoretical justifications for contemporary paradigms of their discipline, using the latter to evaluate the past. However, the possibility of a non-evaluative dialogue between the cognizing culture and the cognized culture is also shown, where the former also includes the specialist knowledge of a contemporary researcher interested in the past of their discipline. The historiography of a given science appears here as a record of the self-knowledge of a given generation of researchers – as their self-reflection. As Jan Pomorski calls it, a researcher assuming such a role appears as homo metahistoricus in their field of study.

Download Full-text

Myth Actualization as a Way to Build the Self-Reflective Plot of the Film “Ilyich’s Gate”

Observatory of Culture ◽

10.25281/2072-3156-2019-16-6-595-605 ◽

2019 ◽

Vol 16 (6) ◽

pp. 595-605

Author(s):

Aleksey O. Bezzubikov

Keyword(s):

Historical Development ◽

The Self ◽

Time And Space ◽

Self Reflection ◽

The Third ◽

Cultural Codes ◽

Fourth Part ◽

The World ◽

The Moment

The article provides the analysis of mythological dimension of the film “Ilych’s Gate” (Zastava Ilycha) by M.M. Khutsiev. The author concludes that the text of this film represents self-reflexive structure. Firstly, the plot of the film quite clearly depicts the mythological perception of reality. Secondly, the course of narration reproduces the influence of mythological codes on the perception of the audience. The text of the film contains a description of its own mechanism of influence on the viewer as well as the processes taking place in the minds of the audience at the moment of viewing.The first part informs of the main principles of mythological thinking and the idea of time and space in the myth, referring to the works by C. Lévi-Strauss, R. Barthes, M. Eliade, A. Losev, E. Cassirer and others. Special attention is paid to the role of myth and initiation ritual in the psychological formation of a personality, as, based on the following, this is the theme that forms the basis of the film plot.The second part deals with the methods by which the mythological dimension is manifested in the text of the film.In the third part, the researcher shows how the contrast of secular and sacral becomes the main semantic opposition promoting the motion of the plot.In the fourth part, the author proves that the reflection of reality in the characters’ minds is a referent of the images shown on the screen. The characters’ development lies in the actualization of the sacral and mythological perception of the world. In turn, the cultural codes contained in the text of the film are designed to evoke a kind of response in the minds of the audience — to actualize the same sacred modus of perception in its ideas, the achievement of which is the ultimate goal of the characters. Thus, the inner path of the characters in the film reflects the processes that excite the studied film in the perception of the audience.The relevance of the article lies in the discovery and description of the principle of self-reflection in the structure of the film “Ilych’s Gate”, which allows us to understand at a qualitatively new level its structure and place in the historical development of Russian cinematography.

Download Full-text

Knocking, Unsettling, Ceding

Nordic Journal of Comparative and International Education (NJCIE) ◽

10.7577/njcie.3553 ◽

2020 ◽

Vol 4 (1) ◽

pp. 102-117

Author(s):

Jessica Gannaway

Keyword(s):

Teaching Practice ◽

Ways Of Knowing ◽

Indigenous Community ◽

Knowledge Systems ◽

The Self ◽

Self Reflection ◽

The North ◽

Educational Spaces ◽

Cultural Interface ◽

Indigenous Elders

This paper explores a reflexive decolonizing framework, arising from a teachers` first four years of teaching practice in an Indigenous community in the North of what is commonly known as Australia[A1]. The paper seeks to frame a connection between the already-established field of teacher self-reflection, and a need for decolonizing ways of knowing in education, to respect and recenter othered knowledge systems. Autoethnography and open-ended interviews are implemented with Indigenous elders, to explore the self-reflection that a non-Indigenous teacher must embrace to begin to decolonize their practice. Drawing on theories of whiteness (Moreton-Robinson, 2000), othering (Staszak, 2009) and the Cultural Interface in settler-Indigenous discursive spaces (Nakata, 2007), this work documents an extended process of teacher self-reflection. Reflecting on Karen Martin’s (2008) work Please Knock Before You Enter, and in response to Laenui’s Processes of Decolonisation (2000), starting points are proposed from which teachers can think deeply about their practice concerning ongoing coloniality. The epistemological underpinnings of teachers’ practice are explored as the place where decolonizing work must occur across all educational spaces.

Download Full-text

Learners’ perceptions of the effectiveness of using self-reflection to understand English literary texts: towards an autonomous learning approach in Libya

Journal of Learning Development in Higher Education ◽

10.47408/jldhe.vi21.615 ◽

2021 ◽

Author(s):

Hana El-Badri ◽

Fatma Abu-baker

Keyword(s):

Reading Comprehension ◽

Short Story ◽

Text Comprehension ◽

Teaching Practice ◽

Corrective Feedback ◽

Research Process ◽

The Self ◽

Literary Texts ◽

Future Research ◽

Self Reflection

Teaching learners to reflect on their work has been widely researched within language-learning contexts in higher education. Research has revealed that self-reflection leads to both development in learners’ reading comprehension and lecturers being enabled to write more meaningful corrective feedback on learners’ assignments. Using a collaborative teaching approach at Benghazi university, this research evaluated the effectiveness of using a self-reflection worksheet for understanding short stories based on the perspectives of 19 tertiary Libyan learners and the course lecturers’ feedback. The research process involved the learners first reading a short story and answering text comprehension questions and a reflection question in which they commented on their understanding. They were then introduced to the self-reflection worksheet and advised how to use it in their second reading of the same story. This self-reflection worksheet included a section where students added reflections on their understanding following the second reading, supported by the worksheet. Content analysis was used for the qualitative data that investigated the learners’ reflection after their first and second reading. It was also used for staff feedback on the learners’ reflections. The findings show the usefulness of using the self-reflection worksheet in supporting the learners’ meaning understanding. It also helped them make positive changes during their second reading of the story. Evidence suggests that using worksheets for reading literary texts is effective in improving levels of reading comprehension. Implications and suggestions for effective teaching practice and future research are provided in this paper.

Download Full-text

Integrating self, voice, experience

Language and Dialogue ◽

10.1075/ld.00010.thi ◽

2018 ◽

Vol 8 (1) ◽

pp. 159-179 ◽

Cited By ~ 3

Author(s):

Paul J. Thibault

Keyword(s):

Interpersonal Communication ◽

The Self ◽

Self Awareness ◽

Paradigm Case ◽

Self Reflection

Abstract The experience of hearing one’s own voice during the act of speaking is a form of self-awareness and self-reflection that occurs in relation to and in interaction with the flow of experience, including the experience of other selves and their voices. Self-communication is deeply implicated in and necessary for interpersonal communication (Harris 1996). And yet, it is the latter which is generally taken to be the paradigm case of human languaging. The fundamental role of self-communication is neglected in the language sciences. Starting with the important fact that we hear our own voice when we speak (Harris 1996, chap. 11), this paper examines the central role of self-communication in the emergence of the self and the self’s role in languaging.

Download Full-text

Identidade narrativa e ética do reconhecimento

Études Ricoeuriennes / Ricoeur Studies ◽

10.5195/errs.2011.92 ◽

2011 ◽

Vol 2 (2) ◽

pp. 63-74

Author(s):

Maria Lucília Marcos

Keyword(s):

Social Responsibility ◽

Collective Responsibility ◽

The Self ◽

Individual Choice ◽

Self Reflection ◽

Moral Principles ◽

The Subject

The relational and intersubjective model of subjectivity does not deny the subject, neither does the self-narrating exercise of synthesis of the heterogeneous evade the identity question. It is the role of language to found the meaning of ipseity, to articulate the needs and desires, to organize the dispersion experienced, and to tie action to moral principles of social responsibility. Reflection and self-reflection structure the human experiences of recognition. The correlation between the idea of freedom of individual choice and the idea of collective responsibility is the opportunity for the affirmation of each one and for the establishment of reciprocity between everyone. Within this context, the dialogue between Ricœur, Honneth and Sen proves to be very inspiring.

Download Full-text

The Potential Role of Spirituality in Conducting Field Research: Examination of a Model and a Process

The Qualitative Report ◽

10.46743/2160-3715/2003.1896 ◽

2015 ◽

Author(s):

Michael Maher

Keyword(s):

Basic Assumption ◽

Field Research ◽

The Self ◽

Research Experience ◽

Spiritual Beliefs ◽

Research Experiences ◽

Self Reflection ◽

The University ◽

The Relationship

The Cognitive-Experiential Tri-Circle is a model developed by the author to explain the relationship between conducting field research and reflecting on beliefs, including spiritual beliefs. His sample included graduate students, faculty, and friends of the university who participated in field research trips to Cuba through Loyola University Chicago. The basic assumption of the model is that "self," "beliefs," and "experience" are related in such a way that "depth" applies to each equally in a field research experience. Depth of experience for the self leads to depth of belief for the self . Reflection tools that encourage depth of belief for the self lead to depth of experience for the self. The author designed a particular method for processing or "reflection" which he used with participants on these trips. He al so discusses at length the philosophical issues involved in this topic. The paper concludes that the processing method was effective and that the model is applicable to field research experiences.

Download Full-text

ROLA REFLEKSJI W PROCESIE PRZYGOTOWANIA DO ZAWODU NAUCZYCIELA JĘZYKA OBCEGO

Neofilolog ◽

10.14746/n.2014.43.1.4 ◽

2019 ◽

Vol 1 (43/1) ◽

pp. 39-53

Author(s):

Izabela Marciniak

Keyword(s):

Teacher Training ◽

Foreign Language ◽

Teaching Practice ◽

Training Process ◽

Future Teachers ◽

Language Teacher ◽

Self Reflection ◽

Knowledge And Practice ◽

Adam Mickiewicz

The process of foreign language teacher training requires the introduction and development of reflection skills for teaching and work as an educator. That is why the process of teacher training must provide students with the necessary knowledge and practice. This article presents the rationale of the teacher training process at the Institute of German Philology, Adam Mickiewicz University in Poznań, according to the standards for teaching from the years 2004 and 2012. The research described concerns the role of self-reflection in students both during the process of their training as future teachers and in their teaching practice in schools.

Download Full-text