Shody a odlišnosti v pojetí reflektivního psaní v pedagogice a v disciplíně Dialogické jednání s vnitřním partnerem
| Title in English | Correspondences and Differences between Conceptions of Reflective Writing in Pedagogy and the Discipline Dialogical Acting with the Inner Partner |
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| Authors | |
| Year of publication | 2011 |
| Type | Article in Proceedings |
| Conference | Kvalitativni´ prˇi´stup a metody ve veˇda´ch o cˇloveˇku X. Kvalitativni´ vy´zkum a vzdeˇla´va´ni´. |
| MU Faculty or unit | |
| Citation | |
| Keywords | reflective writing; pedagogy; intrapersonal development |
| Description | The ability to reflect own activity becomes a part of the education of pedagogues. Systematic reflective writing is considered as a one of the most important methods in this development. It is also a part of Dialogical Acting. But it is exclusively free reflection, not structured in advance; and the theme or a circle of questions does not determine it. It is close to diaristic reflection as it is used in education of pedagogues which aim is the development of an intrapersonal intelligence. The contribution is focused on correspondences and differences between conceptions of reflective writing in pedagogy (constructive learning, RWCT, or Core reflection) and Dialogical Acting. The correspondences are primarily thematic. However the determination of the theme is related to the structure. Student’s personal composing refers to other personal features and it can deepen and develop the intrapersonal intelligence on the higher level. |