Znaczenie uczenia się w codzienności (przed)szkolnej „z” innymi i „od” innych dla profesjonalnej samorealizacji nauczyciela
The Significance of Learning in Everyday (Pre)School Reality „With” and „From” Others for a Professional Self-Realization of a Teacher

Summary/Abstract: The article presents a model of teachers’ reflectivity development in reference to everyday (pre)school reality as a theoretical construct fostering holding meetings as part of a cooperation and self-education network. The article shows it as a cultural space for making reflection, consideration combined with an analysis, clarification, explanation or prediction. It also highlights its significance for developing the ability of transformative learning, whose specific aspects were discovered in the analysed empirical material. (Pre)school everyday reality is perceived as a source of educational situations motivating a teacher to become a professional. Self-realization understood through the prism of the empirical rational strategy assumptions was the inspiration for creating the constructivist framework for the text.

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