Instrumentalizacja myślenia. O iluzji refleksyjności w kształceniu nauczycieli
Instrumentalisation of thinking. On the illusion of reflexivity in teacher education

Summary/Abstract: Contemporary teacher education research point out that one of the most important elementsof teacher professionalism is reflexivity. Teacher (self)reflection is aimed at gaining autonomy,at not succumbing to uncritical traditions or established norms, at (self-)criticism, at notagreeing to follow “top-down orders”. In this perspective, reflexivity is a priority element ofteacher training, which should be reflected in the teacher education programme. The authorsreflect on the category of reflexivity in the context of professional development of teachers andteacher education. We refer to the reflection theory of Donald Schön, Max van Manen, NevillHatton and David Smith as well as Johan Luttenberg and Theo Bergen. The adopted researchperspective for collecting and interpreting empirical material is a critical discourse analysis.The subject of the analysis is Regulation of the Ministry of Science and Higher Education.The results of research and analyses indicate that the category of reflexivity is presentin educational programmes only to a small extent and mainly refers to the level of technicalreflexivity of a pragmatic nature. This is a consequence of the technical-scientistic, formalisedapproach to the construction of educational programmes in force in Poland. This programmeis oriented towards instrumentally understood objectives and the usefulness of knowledge and skills on the labour market. A consequence of this is the lack of the broadly understoodcategory of reflexivity as a deep reflection on action. In the analysed document, reflexivityis illusory and apparent in its nature, appears only to a limited extent, and is treatedinstrumentally.

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