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Studying Professional Reflexion of Teachers: A Comparative Analysis of Two Research Methods

Table 2: Comparative analysis of two methods of research of peculiarities of pedagogical reflexion

Method 1 Method 2
Theoretical framework The concept of reflexion, its structure and functions (analysis, criticism, re-designing);Ideas about the meaning of pedagogical reflexion in three different models of education;Four types of pedagogical reflexion: determinative, positional, normative, normalizing; Three functions of reflexion: analysis, criticism, and re-designing;Three types of reflexion: prospective, situational, and retrospective;Teachers' universal competencies:- competence of cognition,- competence of interaction with other people,- competence of interaction with oneself.
Purpose To reveal the interrelation between the reflexive competence and the nature of personal and professional values of school teachers To reveal the characteristics of professional reflexion of students-future teachers regarding their fulfillment of the task of preparing and conducting a distance learning lesson
Subjects Teachers of Moscow schools Students of Russian HEEs - Participants of the "I am a Professional" academic competition
Methods Questionnaire, case study, correlation analysis (Pearson correlation) Questionnaire, content analysis, case-study, focus groups, video analysis, observation
Method design Questionnaire to find out the general world outlook and value priorities (personal values).Questioning to find out professional values.Solution of five problematic cases to identify preferred scenarios of professional activitySolution of a problem case to identify the levels of manifestation of various types of professional reflexion Revealing the peculiarities of reflexive ideas of the competition participants at the following stages:Student's planning/construction of the learning session (prospective reflexion);Self-evaluation by the student right after the end of the learning session (situational reflexion);Group reflexion at specially organized workshops (retrospective reflexion).
Procedure The respondents gradually perform the tasks of each of the four parts.Tasks are given in electronic form; time for performance is not limited.Respondents participated in the research voluntarily, not anonymously. Three steps:- completion of an electronic application for a session on the academic competition platform (organizational and didactic characteristics of the session);- completion of an electronic reflexive sheet after the end of the session;- participation in focus groups (performance of tasks, questionnaires).Students are not aware of conducting the research.Stages 1-2 - obligatory for all participants of the academic competition.Stage 3 - participation in focus groups at will.
Ways to process and interpret the results. Statistical processing of the obtained data; rankingQualitative analysis (results of Part 4)Calculation of Pearson correlations to determine the nature of relations between the results Statistical processing of the obtained data;Qualitative analysis of the obtained data (content analysis of the array of statements at stages 2-3)
Scope of applicability of the method Allows to solve the research tasks, connected with the identification and description of the peculiarities of various types of activity-based reflexion as well as the tasks of comparison and establishment of the links between the pedagogues' value priorities and their professional reflexionApplication of the method on large samples is limited. Allows: to identify the area of professional shortcomings of future teachers; to specify the ways of formation and development of complex thinking skills, which allow to carry out professional reflexion.Application of the method on large samples is limited.
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