Self-reflection as a tool of professional identity formation of future pedagogues

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Marijampole University of Applied Sciences

SELF-REFLECTION AS A TOOL OF PROFESSIONAL IDENTITY FORMATION OF FUTURE PEDAGOGUES

LIAUDANSKE, VILMA

Dr., Department of Pedagogy,

Arts and Social Work,

Marijampole

Abstarct

self-reflection pedagogical activity social

The relevance of this study. The method of self-reflection is an important factor in practical activity of a pedagogue, seeking to increase his work efficiency, strengthen relationship between ideal and real phenomena. Self-reflection also helps to feel satisfaction in one`s work. Self-reflection facilitates cooperation between a pedagogue and a client or colleagues. Leliugiene treats self-reflection as objective analysis of professional social - pedagogical activity. She states, that the origin of reflection process is one`s early relationships with an important person, who should create such environment for a child, in which he can understand his and others` psychological states and form his reflective function. Lukosiuniene has found out that reflection is useful for learning, work and personal life of specialists. The main problem. A pedagogue has to analyze and assess his professional activity constantly and seek to improve it. Applying various methods a pedagogue can assess his activity, whereas self-reflection is one of such methods. Thus the author of this article tries to answer the problematic question - how future pedagogues apply the method of self-reflection into the process of practical learning. Object of research: the aspects of self-reflection application, forming professional identity of future pedagogues. The goal - analyse the aspects of self-reflection application in the process of practical learning (as one of the stage of professional identity formation) of future pedagogues. Research methods: analysis of research literature and documents, analysis of students' diaries of practical learning and their self-reflection of practices, content analysis. The article consists of three parts. The author discusses importance self-reflection in the activity of pedagogues in the first part. The role of self-reflection application in the process of future pedagogues is presented in the second part. And the main results of the empirical research are presented in the third part of the article.

Key words: self-reflection, profesional identity, social pedagogy, social pedagogue, practical learning

Анотація

Ляуданске, Вилма - доктор кафедри педагогіки, мистецтва та соціальної роботи Маріямпольський університет прикладних наук (Маріямполе, Литва)

САМОРЕФЛЕКСІЯ ЯК ІНСТРУМЕНТ ФОРМУВАННЯ ПРОФЕСІЙНОЇ ІДЕНТИЧНОСТІ МАЙБУТНІХ ПЕДАГОГІВ

Метод саморефлексії - важливий чинник у практичній діяльності педагога, який прагне підвищити ефективність своєї роботи, зміцнити взаємозв'язок ідеального та реального явищ. Саморефлексія також допомагає відчувати задоволення від роботи. Саморефлексія сприяє співпраці педагога із клієнтом чи колегами. Лелюген трактує саморефлексію як об'єктивний аналіз професійної соціально-педагогічної діяльності. Вона стверджує, що джерелом рефлексії є відносини з людиною, яка повинна створити для дитини таке середовище, в якому вона зможе зрозуміти свій психологічний стан, психологічні стани інших та сформувати свою рефлексивну функцію. Лукошюніє не виявила, що рефлексія корисна для навчання, роботи та особистого життя фахівців. Основна проблема - педагог повинен постійно аналізувати та оцінювати свою професійну діяльність та прагнути до її вдосконалення. Педагог, застосовуючи різні методи, може оцінювати свою діяльність, а саморефлексія - один із таких методів. Таким чином, автор статті намагається відповісти на проблемне питання - як майбутні педагоги застосовують метод саморефлексії у процесі практичного навчання. Об'єкт дослідження: саморефлексія, що формує професійну ідентичність майбутніх педагогів. Мета - проаналізувати аспекти застосування саморефлексії у процесі практичного навчання (як одного з етапів формування професійної ідентичності) майбутніх педагогів. Методи дослідження: аналіз наукової літератури та документів, аналіз щоденників практичних занять студентів та їх саморефлексії практик, контент-аналіз. Стаття складається із трьох частин. У першій частині автор обговорює важливість саморефлексії у діяльності педагогів. У другій частині представлено роль застосування самореф- лексії у процесі роботи майбутніх педагогів, основні результати емпіричного дослідження представлені у третій частині статті.

Ключові слова: саморефлексія, професійна ідентичність, соціальна педагогіка, соціальний педагог, практичне навчання

Аннотация

Ляуданске, Вильма - доктор кафедры педагогики, искуств и социальной работы Мариямпольский университет прикладных наук (Мариямполе, Литва)

САМОРЕФЛЕКСИЯ КАК ИНСТРУМЕНТ ФОРМИРОВАНИЯ ПРОФЕССИОНАЛЬНОЙ ИДЕНТИЧНОСТИ БУДУЩИХ ПЕДАГОГОВ

Метод саморефлексии - важный фактор в практической деятельности педагога, стремящегося повысить эффективность своей работы, укрепить взаимосвязь идеального и реального явлений. Саморефлексия также помогает чувствовать удовлетворение от работы. Саморефлексия способствует сотрудничеству педагога с клиентом или коллегами. Лелюгене трактует саморефлексию как объективный анализ профессиональной социальнопедагогической деятельности. Она утверждает, что источником рефлексии являются отношения с человеком, который должен создать для ребенка такую среду, в которой он сможет понять свое психологическое состояние, психологические состояния других и сформировать свою рефлексивную функцию. Лукошюниене обнаружилa, что рефлексия полезна для учебы, работы и личной жизни специалистов. Основная проблема - педагог должен постоянно анализировать и оценивать свою профессиональную деятельность и стремиться к ее совершенствованию. Педагог, применяя различные методы, может оценивать свою деятельность, а саморефлексия - один из таких методов. Таким образом, автор статьи пытается ответить на проблемный вопрос - как будущие педагоги применяют метод саморефлексии в процессе практического обучения. Объект исследования: саморефлексия, формирующля профессиональную идентичность будущих педагогов. Цель - проанализировать аспекты применения саморефлексии в процессе практического обучения (как одного из этапов формирования профессиональной идентичности) будущих педагогов. Методы исследования: анализ научной литературы и документов, анализ дневников практических занятий студентов и их саморефлексии практик, контент-анализ. Статья состоит из трех частей. В первой части автор обсуждает важность саморефлексии в деятельности педагогов. Во второй части представлена роль применения саморефлексии в процессе работы будущих педагогов. Основные результаты эмпирического исследования представлены в третьей части статьи.

Ключевые слова: саморефлексия, профессиональная идентичность, социальная педагогика, социальный педагог, практическое обучение

Statement of the problem

One of the functions of pedagogy and its scientific branch social pedagogy is formation of a personality and support for the individual, adapting to his social environment, which is rapidly changing. And in that context the person should found his ego through his abilities and skills [8; 11].

Pedagogy also carries out the functions of the individual's soul development, social support, education of a person, who is able to think critically and is self-confident. According to the conclusion of Leliugiene [8], living in the modern changing society, a social pedagogue lays on all his expectations on a young person, who is willing and able to use all opportunities to become a fully-formed personality.

Thus a social pedagogue applies four forms of professional activity in his work: he works with families, groups, with delinquent children and teenagers, and also with individual clients [8]. The application of psychological methods of activity, working with children and teenagers, having behavioural and educational problems, gives considerable possibilities and ways to help developing personality to adopt to one's social environment and conform the strict requirements of modern society [18]. The method of self-reflection is one of the methods, which enable a social pedagogue to provide effective socio-educational support.

Leliugiene [8] treats self-reflection as objective analysis of professional social - pedagogical activity. She states, that the origin of reflection process is one's early relationships with an important person, who should create such environment for a child, in which he can understand his and others' psychological states and form his reflective function. Lukosiuniene [14] has found out that reflection is useful for learning, work and personal life of specialists.

The research problem analysed in that article

A pedagogue has to analyse and assess his activity constantly and seek for its improvement. Applying different methods, a pedagogue can assess his activity. Self-reflection is a proper method to do that.

Thus it is very important for the future pedagogues to perceive the technology of self-reflection application. The author of the article seeks to find an answer to the question - how the method of self-reflection is applied in the process of studies of pedagogues.

The research object - the aspects of self-reflection application, forming professional identity of future pedagogues.

The goal of the article - analyse the aspects of self-reflection application in the process of practical learning (as one of the stage of professional identity formation) of future pedagogues.

The objectives are the following

1. Discuss the conception of self-reflection and its importance in the activity of a pedagogue.

2. Review the aspects of self-reflection application in the process of studies of future pedagogues.

3. Find out what issues are important for students of social pedagogy in the self-reflection of their practical learning.

The article is prepared using the following research methods: analysis of research literature and documents, analysis of students' diaries of practical learning and their self-reflection of practices, content analysis.

Importance of self-reflection in activity of a pedagogue

Self-reflection - conscious, dynamic contemplation and analysing of experience, which helps to understand one's ego and to perceive one's experience [5].

According to Leliugiene [8], self-reflection is «self-analysis - objectively evaluated analysis of professional social-pedagogical activity». Reflection (Latin «reflexion» - turning, reconstruction) is defined as way of thinking, which helps to understand and critically analyse one's assumptions and forms of cognition [17]. The conception of reflection is derived from the ancient times; it was important in philosophy and was understood as thinking of the individual about the issues, which occurs in his consciousness [18].

The basis of the conception of reflection is the provisions of J. Dewey's reflexive thinking [quoted 14], which essence is one's responsibility for future consequences, arising from a present action. Lukosuniene [14] defines reflexive thinking as cautious contemplation of one's attitudes. It is as a form of cognition, which encourages investigating facts, denying or approving of results. J. Dewey [quoted 14] identifies reflection with thinking, through which we can see relationships between efforts and outcomes.

Self-reflection is connected with abilities of selfobservation and willingness to know more about one's life goals, self-essence and true «self». Selfreflection is necessary for one's successful cognitive and social development. Therefore every person in adolescence experiences the period of questioning, investigations and self-reflection, which builds foundations for self-identity [12].

Reflecting a person has opportunity to contemplate, review all his life - i. e. what he does, where he is, and to decide, where he wants to go indeed [9].

Jovaisa [6] connects reflection with the method of one's activity or behaviour assessment, assessing results of activity, identifying the necessity of activity improvement. Kavaliauskiene [10] states, that reflection is essential characteristic and principle of person's consciousness, which explains content of social phenomena; and it reveals itself as behaviour, relationships and activity of that person. The author also states that reflection - the turning of thinking from the observation of external world to the observation of «self».

Analysing the process of self-reflection, it is possible to distinguish two forms of analysing and reflecting: the first, when a person contemplates his behaviour, values, experience; and the second, when he contemplates the actions of others (Fig. 1) [3].

Why is importance of self-reflection emphasized in the process of learning? D. Boud et al [quoted 13] connect (self)reflection with learning and state that personal experience is valuable in the process of learning as an object of self-reflection, because it is connected with a person's intellectual and affective activity, when he, contemplating his experience, discovers new perception and assessment [13].

According to the opinion of J.A. Moon [quoted 13], self-reflection is the necessary precondition for successful learning, because it is a form intellectual activity, which helps to develop abilities of analysing, when knowledge and experience are analysed and deeper essences and understanding are discovered.

Self-reflection is needful condition for successful activity of a pedagogue, because only that pedagogue, who has well developed skills of self-reflection, can understand others (their motivation, educational problems and needs) and understand himself, as a specialist, who helps others to learn and seeks to improve his activity.

Fig. 1 Directions of reflecting Source: [3]

A pedagogue as a professional specialist use selfreflection for the following goals:

* Develop his work with children and families skills;

• Develop his communication skills and team work skills;

• Understand how his experience and attitudes influence his work [15].

The basis of the process of professional development is reflection of a subject's activity, which is defined as self-reflection - i. e. objectively assessed analysis of professional pedagogical activity [8].

The analysis of research literature showed that self-reflection could be defined as self-assessment and self-evaluation of one's activity and personality. Self-reflection - analysis and contemplation of one's professional activity, positive and negative emotions, experience, critical assessment of one's and others' activity. Self-reflection is the necessary presumption for successful activity of a pedagogue. Thus the aspects of self-reflection application in the process of future pedagogues' studies are discussed in the other part of the article.

Role of self-reflection application in the process of studies of future pedagogues

The general professional competences of a teacher are presented in the Description of Teacher Profession Competence [19], approved by the Government of Lithuanian Republic; and the competence of reflection and learning to learn is emphasized here. This competence consists of the abilities: organize one's learning individually and in a group; evaluate the advantages and disadvantages of professional practice, identifying perspectives of professional development; renew constantly one's knowledge and develop skills.

According to Puzyrejus [quoted 1], if a person plans to do some activity purposefully, at first he must to make decision on his inner values, thus it is the most important to form professional thinking and ability to reflect, preparing a specialist.

Bubnys [2] states that one of the goals of higher education is development of students' abilities of reflecting and learning to learn, continually analysing their experience. He accentuates the expediency of possibilities to create for reflecting, there individual experience, thinking, emotions, behaviour and values are the elements of reflecting. Bubnys [2] defines reflecting as competence, which is the important goal of lecturers and future specialists preparation, during which it is possible to achieve efficiency of teaching and learning. Philosophy of activity reflecting and learning, based on reflection, starts form everyday experience in a higher school. Reflection helps to feel experience and gives a sense to it, and that can support learning and personal and professional effectiveness.

Skills of reflecting are important to all professions, which are attributed to the field of social professions. According to Swindell and Watson [16], students, scientists and practioners of social work have to perceive their code of ethics, moral boundaries, attitudes and value system, in order to work effectively in diverse society.

Students are supposed to develop their abilities to reflect their value system, models of practical activity, theoretical knowledge [16]. Reflection in professional activity helps to form self-cognition and self-understanding of a specialist, strengthens professional development. Self-cognition makes wider specialist's knowledge about his physical, emotional and spiritual state. Their interpretation can change professional consciousness, turn to search for new activity sense [10].

The important questions, what methods help students to develop their skills of reflecting? Fidelindo and Timothy [5] note that conducting of an activity journal or a diary, letters writing, personal blogs are appropriate forms of narrative reflecting.

Records, in which students describe their contemplations about various concepts or phenomena, learning process, interactions with other students and teachers, help students to review their learning process and / or behaviour, recognize their abilities, create own learning strategies [13].

Conducting of a diary of reflective activity is the emphasized necessity. Conducting of a diary encourages pedagogues to plan, do their job and describe it after contemplations. Geleziniene [4] discusses Buehl ideas, who diary writing treats as effective strategy, which encourages students to think what and how they are learning, while pedagogues can get direct feedback, using that method. Besides, conducting of reflecting diary develops cognitive abilities of learners [13].

Ivanauskiene, Liobikiene [7] noticed that there is paid very little attention to student's self-cognition, self-analysis during their studies, thus teachers of a higher school aim to prepare a student for the process of permanent self-reflection in the initial courses of social work studies.

There is applied the method of reflections writing as a primary method on purpose to help students to know themselves. Ivanauskiene, Liobikiene [7] have presented the following goals of reflections:

• Help a student to give a look at himself in the process of learning;

• Learn to recognize his emotions and express them;

• Develop social pedagogue's skills of recording;

• Strengthen relationships between a student and a teacher.

The effective strategies of reflecting, which students should learn, are presented in the article Self-Reflection and Shared Reflection as Professional Tools [15]:

• Observe and remember what is going on - it is useful for students to remember and reflect their observations. Recording of reflections in a confidential notebook is appropriate for that purpose.