Концептуален модел на рефлексивния ресурс на педагогическитефункции на учителя
Conceptual Model of the Reflective Resource of the Teachers Pedagogical Functions
Author(s): Diana Zhelezova-MindizovaSubject(s): Social Sciences, Education, Sociology, History of Education, Educational Psychology, Methodology and research technology, Sociology of the arts, business, education, Inclusive Education / Inclusion, Sociology of Education
Published by: Национално издателство за образование и наука „Аз-буки“
Keywords: pedagogical reflection; sustainable reflective competence; pedagogical functions
Summary/Abstract: The analysis of the traditional pedagogical qualities reveals the multifaceted profile of the teacher and confirms the thesis that reflective skills are an integral part of the pedagogical work. The outlined four main professional functions (communicative, constructive, organizational and gnostic) of the teacher are closely related, with mutual influence and impact. Each one is structured and implemented on the basis of the components of the others, while representing and providing other functions. The skill of pedagogical reflection is contained in every pedagogical function. This competence of the reflective teacher contributes to qualitative evaluation of his labor, and invariably to his professional upgrading, while the structured pedagogical reflection is displayed as an important component of the traditional professional pedagogical roles, functions and features.
Journal: Стратегии на образователната и научната политика
- Issue Year: 24/2016
- Issue No: 2
- Page Range: 208-217
- Page Count: 10
- Language: Bulgarian
- Content File-PDF