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Preschool teachers' perceptions of the requirements of self- reflection
Published:
Apr 8, 2022
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2022-04-08 (1)
Keywords:
Self- reflection preschool teachers self- reflection diary self- reflection requirements school context
Abstract
This article examines preschool teachers' perceptions of the requirements of a successful self-reflection. According to the literature, teachers must have certain characteristics and certain skills in order to reflect effectively. Specifically, to have the ability to observe the problematic situation they face, to describe it, to analyze it in the individual elements of which it is composed and to evaluate all the information in order to come up with possible solutions. Still, to have open horizons, examining all the views and information from whatever source they come from, to participate wholeheartedly in the self- reflective process, to constantly judge their actions, to understand the consequences of their decisions and actions, to seek their lifelong learning and their personal and professional development. The research lasted four weeks and involved 47 preschool teachers serving in public kindergartens in Western Greece. A section of a weekly self- reflection diary designed for doctoral research was used to extract the data. In order to ensure a more complete understanding of the issue under consideration, the research of mixed methods for the analysis of empirical data was followed. The NVivo-8 quality analysis software and the SPSS statistical package were used. The results of the study showed that as the weeks to complete the self- reflection diary progress, preschool teachers report more and more criteria-requirements, which are identified in Dewey theory as key elements in the self-reflection process.
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Κοκκόση Α., Πούλου Μ., Κουστουράκης Γ., & Χανιωτάκης Ν. (2022). Preschool teachers’ perceptions of the requirements of self- reflection. Preschool and Primary Education, 10(1). https://doi.org/10.12681/ppej.26153
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