Cognitive Operations in Teachers’ Development of Reflective Skills: WANDA Group Reflection in a Czech Primary School

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F68378092%3A_____%2F20%3A00543112" target="_blank" >RIV/68378092:_____/20:00543112 - isvavai.cz</a>

Nalezeny alternativní kódy

RIV/00216208:11410/20:10433591

Výsledek na webu

<a href="https://ojs.cuni.cz/pedagogika/issue/view/169" target="_blank" >https://ojs.cuni.cz/pedagogika/issue/view/169</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.14712/23362189.2020.1695" target="_blank" >10.14712/23362189.2020.1695</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Cognitive Operations in Teachers’ Development of Reflective Skills: WANDA Group Reflection in a Czech Primary School

Popis výsledku v původním jazyce

In the current rapidly changing world, demands on teacher quality and teacher change are ever-increasing. One important and powerful way to transform schools is through teacher professional development focusing on teachers’ reflective skills. But the development of reflective skills is challenging not only from a practical standpoint but also in terms of the demands it places on teachers’ cognitive operations. In our study we examined how a specific highly-structured method called WANDA facilitates the development of teachers’ reflective skills. WANDA is a form of professional development through group reflection embedded in a five-stage reflective cycle. We connected the stages with cognitive operations employed in the development of reflective skills, and assessed how teachers respond to each stage. Our case study draws on a qualitative research inquiry including semi-structured interviews with nine WANDA participants who teach in a Czech primary school. Our results show that a crucial phase of WANDA that comes early in the process imposes very high demands on teachers’ cognitive operations. Teachers might be better prepared to engage in this phase if it comes later in the process and is swapped with another stage that the teachers found highly engaging and fun thanks to its playful form. Overall, WANDA appears to be a meaningful tool in developing teachers’ reflective skills, leading them to metacognition, the ultimate peak of self-reflection.

Název v anglickém jazyce

Cognitive Operations in Teachers’ Development of Reflective Skills: WANDA Group Reflection in a Czech Primary School

Popis výsledku anglicky

In the current rapidly changing world, demands on teacher quality and teacher change are ever-increasing. One important and powerful way to transform schools is through teacher professional development focusing on teachers’ reflective skills. But the development of reflective skills is challenging not only from a practical standpoint but also in terms of the demands it places on teachers’ cognitive operations. In our study we examined how a specific highly-structured method called WANDA facilitates the development of teachers’ reflective skills. WANDA is a form of professional development through group reflection embedded in a five-stage reflective cycle. We connected the stages with cognitive operations employed in the development of reflective skills, and assessed how teachers respond to each stage. Our case study draws on a qualitative research inquiry including semi-structured interviews with nine WANDA participants who teach in a Czech primary school. Our results show that a crucial phase of WANDA that comes early in the process imposes very high demands on teachers’ cognitive operations. Teachers might be better prepared to engage in this phase if it comes later in the process and is swapped with another stage that the teachers found highly engaging and fun thanks to its playful form. Overall, WANDA appears to be a meaningful tool in developing teachers’ reflective skills, leading them to metacognition, the ultimate peak of self-reflection.

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2020

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Pedagogika

ISSN

0031-3815

e-ISSN

—

Svazek periodika

70

Číslo periodika v rámci svazku

4

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

22

Strana od-do

592-613

Kód UT WoS článku

—

EID výsledku v databázi Scopus

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