Pedagogical concept of self-reflection of students of social education: Qualitative study of self-reflection determinants

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F70883521%3A28150%2F21%3A63532778" target="_blank" >RIV/70883521:28150/21:63532778 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.eu-jer.com/pedagogical-concept-of-self-reflection-of-students-of-social-education-qualitative-study-of-self-reflection-determinants" target="_blank" >https://www.eu-jer.com/pedagogical-concept-of-self-reflection-of-students-of-social-education-qualitative-study-of-self-reflection-determinants</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.12973/EU-JER.10.4.1793" target="_blank" >10.12973/EU-JER.10.4.1793</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Pedagogical concept of self-reflection of students of social education: Qualitative study of self-reflection determinants

Popis výsledku v původním jazyce

The main topic of the presented article is the pedagogical concept of self-reflection of students of Social Education. The authors understand the pedagogical concept as primarily educational determinants that influence and shape students&apos; self-reflection. To identify this aim, the authors formulate the main research question: How do social education students reflect on themselves as students, and what are the determinants of study self-reflection for social pedagogy students? The authors used the qualitative research strategy, specifically The Grounded Theory, through which sixty self-reflecting essays were analysed. These written self-reflections were further complemented with six in-depth interviews in which we acquired clarifying information on self-reflection and self-assessment of social education students. It was ascertained that students&apos; self-reflection is shaped through an awareness of internal and external study factors, which subsequently influence the overall concept of their study, motivation to perform, study style, and self-assessment.

Název v anglickém jazyce

Pedagogical concept of self-reflection of students of social education: Qualitative study of self-reflection determinants

Popis výsledku anglicky

The main topic of the presented article is the pedagogical concept of self-reflection of students of Social Education. The authors understand the pedagogical concept as primarily educational determinants that influence and shape students&apos; self-reflection. To identify this aim, the authors formulate the main research question: How do social education students reflect on themselves as students, and what are the determinants of study self-reflection for social pedagogy students? The authors used the qualitative research strategy, specifically The Grounded Theory, through which sixty self-reflecting essays were analysed. These written self-reflections were further complemented with six in-depth interviews in which we acquired clarifying information on self-reflection and self-assessment of social education students. It was ascertained that students&apos; self-reflection is shaped through an awareness of internal and external study factors, which subsequently influence the overall concept of their study, motivation to perform, study style, and self-assessment.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

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

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2021

Kód důvěrnosti údajů

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

Název periodika

European Journal of Educational Research

ISSN

2165-8714

e-ISSN

—

Svazek periodika

10

Číslo periodika v rámci svazku

4

Stát vydavatele periodika

NL - Nizozemsko

Počet stran výsledku

14

Strana od-do

1793-1806

Kód UT WoS článku

—

EID výsledku v databázi Scopus

2-s2.0-85116215429